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1 de 8
Managing Change in Small Scottish Primary Scools. Is there a Small Scool Management Style?
Wilson, Valerie
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 119 - 132
STRATEGIES FOR IMPLEMENTATIONPROGRESS OF IMPLEMENTATIONTHE RESEARH: AIMS, METHODS AND SAMPLEISSUES FROM THE LITERATURE
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-001
This article reports the findings from a Scottish Office funded two - year study of the management of change in small primary schools undertaken by Scottish Concil for Research in Education. Although 38 percent of primary schools in Scotland are small it is also an issue affecting numerous other countries with sparsely populated areas, such as Wales, Ireland, Norway, New Zealand and Australia. The objectives of the paper are twofold: first, to identify the management activities and strategies used by the 863 heads of small schools in Scotlad to implement four major national initiatives (5 - 14 Curricular Guidelines, School Development Planning, Staff Development and Appraisal and Development School Management) launched by the Scottish Office during the past 10 years; and, second, to pose the question: is there a particular small school mangement style which is more than simply school management writ small?.

2 de 8
Women Managing/Managing Women. The Marginalization of Female Leadership in Rural School Settings.
Sherman, Ann
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 133 - 143
ANDROCETRIC SOCIETYISOLATION AND MARGINALIZATIONDIFFERENCE BETWEEN MALE AND FEMALE LEADERSHIP STYLESA TRADITIONAL SETTINGTRAITS OF FEMALE ADMINISTRATORS
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-002
Research has identified many barriers to female advancement in the field of educational administration and styles of leadership different from the traditional masculine model have been identified. A difficulty arises, not in the identification of difference, but in the recognition, legitimization and implementation of preferred modes of leadership for women in current administrative practice. This investigation focused on verbal accounst of the experiences of 21 female administrators in a rural Nova Scotia school district. This article presents the preliminary findings of these womens own responses, resistances and initiatives in their attempt to legitimize and implement their preferred ways of providing leadership in this very rural setting.

3 de 8
Essentials of Female Management. Womens Ways of Working in the Education Market.
Reay, Diane
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 145 - 159
POLICI AND DISCURSIVE INFLUENCES ON EDUCATIONAL MANAGEMENTMANAGEMENTS MEANS MENWOMEN HEADTEACHERS: SHIFTING FEMININITIES IN PLAYWOMENS WAYS OF WORKING: CONTEXTUAL INFLUENCESCONFORMING OR CHALLENGING? WOMEN AND POWER
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-003
A growing number of feminist accounts assert that gender matters when we examine leadership styles in schools and other educational establishments. We argue that gendered identities are in context more fluid and shifting than often depicted in such texts. There are many different femininities and the form they take is powerfully shaped by the roles women undertake, the context within which they perform these roles and the amount of power they have access to. We draw on a small case study of female headteachers to exemplify a number of the problems involved in depicting female management as essentially different from male ways of managing.

4 de 8
Churches and the Governing of Schools in Northern Ireland. A Redistribution of Power?
Donnelly, Caitlin
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 161 - 172
CHURCH INVOLVEMENT IN SCHOOLS: HISTORICAL CONTEXTTHE NORTHERN IRELAN EDUCATION SYSTEM: A BRIEF OVERVIEWPERCEPTIONS OF THE CHURCHES: INTERVIEW DATA FROM THE SCHOOLSCHANGING GOVERNANCE; CHANGING EXPECTATIONSMETHODS OF DATA COLLECTION
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-004
This paper presents findings of research into the role of chusch nominees on school governing bodies. The data is drawn mainly from a wider study of school governance undertaken in Northern Ireland in the period 1994 to 1997. The paper raises the question of the future roles and responsibilities of chruch nominees after legislative changes to the compositions and responsibilities of school governing bodies. It also considers recent social and attitudinal change and explains how the combination of these factors have a situation whereby the power of the churches in the individual school governing body is no longer guaranteed.

5 de 8
School Restructuring and the Dilemmas of Principals Work.
Wildy, Helen
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 173 - 184
DILEMMAS FOR PRINCIPALS IN RESTRUCTURING SCHOOLSWHAT MATTERS AND HOW WELL IN THE VIGNETTESWHAT MATTERS IN PRINCIPALS WORK, AND HOW WELL DID THEY PERFORM?METHOD
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-005
The complexity of principals work is often characterized in terms of dilemmas. In this paper three are identified. The autonomy dilemma concerns providing strong and shared leadership. The efficiency dilemma concerns leading collaborative decision - making that is efficient. The accountability dilemma concerns empowering local decision - making while complying with external requirements. These are explored using data from a standars framework for school principals in a large restructuring system. Judgements on what matters in principals work reveal the skills, knowledge and dispositions required for principals in restructuring schools, and judgements about levels of performance are shown by how well particular examples of principals work are rated using a Rasch analysis. This study found what matters is that principals care for and involve others, asre strong, fair and open to alternatives, articulate long - term views and balance these conflicting qualities. But, when faced with the dilemmas of restructuring, principals favour strong leadership over shared leadership, efficiency rather than colaboration, and accountability to central requirements over shared local decision - making.

6 de 8
A Valuable Role?. School Governors From the Business Sector, 1996 - 1997.
Thody, Angela
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 185 - 198
SOME FUTURE IMPLICATIONSFACTOR HINDERING CONTRIBUTIONS BY BUSINESS GOVERNORSRESEARCH DESINGORIGINS OF THE RESEARCHFACTOR CONTRIBUTING TO THE VALUE ADDED BY THE BUSINESS GOVERNORSTHE CONTRIBUTIONS OF BUSINESS GOVERNORS
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-006
This article reports an experiment in which 35 executives from private and public sector businesses volunteered to be governors in English secondary schools. The research monitored and evaluated their progress over one year. These governors skills, objectivity and appreciation of the governance/mangement distintion were found to be evaluated by heads and chairs of governing bodies. Many of these governors accepted significant posts of responsibility during the year of their governorships, including chairmanschips of subcommittees and one of the whole governing body. They were found to contribute so significantly because of their seniority, their personal qualities and skills, the quality time they committed to govership and the effective way they manged their time despite the difficulties. The article concludes with implications of these finding for the future of business representation on school governing bodies.

7 de 8
Monitoring, Managing or Meddling?. Governing Bodies and the Evaluation of School Performance.
Earley, Peter
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 199 - 210
DISCUSSIONRESEARCH INTO EFFECTIVE GOVERNANCE
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-007
This paper reports upon some initial findings of a small scale research project which is investigating how governing bodies contribute to school improvement. In particular, it examines the extent to which governors are taking on responsability for monitoring and evaluating the curriculum and school performance. It cocludes by discussing the possible tensions created by a lay body undertaking what might be seen as the activities of educational professionals.

8 de 8
Allocating Resources for Learning Support. A Case Study.
Sharp, Stephen
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 2 April 2000 página 211 - 221
DISCUSSIONTHE CASE STUDY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-009-008
This study concerns the ways in which learning support resoruces are allocated to secondary schools. It draws on data supplied by an urban education authoriry. The measures available were school roll; a socioeconomic variable based on free schools meals entitlement; a direct audit of cognitive learninig needs; a direct audit of behavioural/emotional difficulties. The relationship between these variables are examined, this found the last three correlated fairly well at school level, though only the socioeconomic has a significant relationship with school size. The policy implications of these results are discussed. It is argued that, while a rationale allocating resources on the basis of economic indices can be constructed, it is preferable to base such decisions on a combination of standardized test of attainment and direct audits of types of special needs.

Los resultados en: Libros Tesis Revistas Gacetas Videos
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