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1 de 6
Management System Design for a Learner Centered School.
Wagner, Kathleen
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 4 October 2000 página 373 - 388
BACKGROUNDSUMMARY OF THE LITERATURETHEORITICAL CONTEXTDESIGN AND METHODOLOGY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-011-001
This study examines how a leaner centred school defines and specifies its mangement decision support systems, and how it implements the system on an ongoing basis. A qualitative single case study was designed to investigate and understand both the substance and process of this management system. A checklist of criteria was used in classroom observations to first validate the purposefully selected Montessori school as leaner centred. Additionally, semi - structured interviews and school documentation review were used in the actual management system investigation. The finding indicate a tightly integrated management system comprised of few decision support elements, each clearly focused on the student. These elements map into a model comprised of distinct connections and linkages, where the teaching and learning processes represent the core element and drive and define the remaining system elements. Relationships, resources and particular organizational arragements were identified as factors critical to successful implementation of this decision support system.

2 de 6
The Role of the Headteacher in Developing Children Holistically.
Johnson, Helen
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 4 October 2000 página 389 - 403
THE POPULARITY OF CHURCH SCHOOLSTHE DECLARED AIMS OF CATHOLIC AND CHURCH OF ENGLAND SCHOOLSSECULARIZATION IN SOCIETY AS A WHOLETHE CHURCH SCHOOLS ROLE IN SPIRITUALITYTHE DUAL SYSTEM OF CHURCH AND STATETHE GENERAL SIGNIFICANCE OF THE HEADTHE ROLE OF THE HEAD IN SPIRITUAL DEVELOPMENTSPIRITUAL DEVELOPMENT AND CULTURE BUILDING WITHIN THE SCHOOLSMALL RESEARCH STUDY
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-011-002
Voluntary church schools have long been a part of the state schooling system in England and Wales. It would seem that one of their purposes is to encourage the holistic development of their pupils in the context of certain moral codes and faith traditions. In the face of an increasingly secularized, even post - traditional society, these voluntary schools (inthe main, Church of England and Roman Catholic ones) remain popular with parents. This article reports on a small - scale stdy that sought to examine how the heads of Church of England and Roman Catholic schools see their own roles as builders of school cultures that support and encourage the spiritual and moral development of their pupils. Differences of approaches within the two types of schools were identified: the Church of England school approach incorporates a willingness to adapt to its changing context and so display both an openness and ambivalence; and the approach of the Catholic school reflected a central determination, producing a commonality that perhaps underestimates the emphasis on individuality and choice current in todays society.

3 de 6
Charismatic Leadership and its After - Effects in a Catholic School.
Morris, Andrew
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 4 October 2000 página 405 - 418
LEADERSHIP AND FOLLOWERS: TAKING THE STAFF WITH HIM?THE SCHOOL AND ITS COMMUNITY: THE STAFFTHE SCHOOL AND ITS COMMUNITY: THE PUPILSPRIORITIES, INTENTIONS AND ACTIONS: CONTINUITY AND CHANGERELIGIOUS EDUCATION: COURSES AND EXAMINATIONSPERSPECTIVES OF A NEW HEADTEACHERMOVING ONCATHOLIC EDUCATION: ITS NATURE AND PURPOSESETTING THE SCENE AT ST PAULS SCHOOLTEACHING AND LEARNING
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-011-003
The importance of high - quality leadership for generating and sustaining school effectiveness is well established. Concerns about the demands of a head teachers crucial role may lead governors towards a belief that strong minded, clear thinking, dynamic and charismatic individuals are essential for the long - term well being of their school. However, there may be dangers in following such assumptions, both during the stewardship of such potentially dominant figures and, more likely, at the point of transition when a successor is appointed. This article is a case study illustrating some unintended consequences resulting from such archetypal leadership of a Catholic secondary school following the retirement of its most effective head teacher.

4 de 6
Professional Development Priorities. The Views of Middle Managers in Secondary Schools.
Adey, Ken
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 4 October 2000 página 419 - 431
DISCUSSION OF FINDINGSTHE QUESTIONNAIRE
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-011-004
A questionary survey of secondary school middle managers within one LEA was conducted in 1997 to as certain how far their professional development priorities reflected their changing role. The author argues that results indicate a growing acceptance of middle management responsability for departmental performance measured by the results of SATs and external examinations. Thus there is an acceptance of the need to carry out mangerial tasks of monitoring, evaluating, addressing problems of pupil performance and teaching competence, and of the need to plan departmental developments within the framework of whole - school priorities. However there is no widespread feeling that the middle manager should provide leardeship by contributing to the shaping of whole - school policies or taking responsibility for the overrall professional development of subject staff. How far the subject leader will be able to fulfil this leadership role will, it is argued, depend upon a changing senior management perception of the middle managers role; how far the teaching and administrative burden of the middle manager is lessened; and whether appraisal can remain a tool of genuine professional development rather than becoming a device for teacher assessment.

5 de 6
New College Hierarchies?. Towards an Examination of Orgaizational Structures in Further Education in England and Wales
Harper, Harriet
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 4 October 2000 página 433 - 445
CLANS, COMPLEXITY AND CULTURESA MOVE TO THE MARKETRESEARCH METHODMODELS OF COORDINATIONCONDITIONS INFLUENCING THE REPRESENTATION OF COLLEGES AS NEW COLLEGE HIERARCHIESCOMPARISON BETWEEN PRE - AND POST - INCORPORATION STRUCTURESFLATTER, LEANER AND LESS WEBERIAN
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-011-005
This article reports on the findings of a research project aimed at establishing what form of organizational structures have been adopted within Further Education (FE) colleges in England and Wales five years after incorporation and their removal from local education authority control. Colleges, like other public sector organizations, have been adapting to their new and changing external environment and to the demands for greater efficiency and higher standars of service. The article describes the new type of organizational structures and discusses the influences that have contributed to its development. It draws on the organizational development models of markets, hierarchies and clans, widely associated with the work of William Ouchi, as a framework with hich to examine the dominant structure within the sector.

6 de 6
Management Training Without Social Defences. A Case Study of Case Studies.
Martin, Terry
Educational Management and Administration. Journal of the British Educational Management and Administration Society. (BEMAS)
Educational Management and Administration, Volume 28 Number 4 October 2000 página 447 - 458
REFLECTING ON CASESKEY QUESTIONS AND ISSUES OF CASESPRESENTING A CASETHE ROLE OF THE COURSE TUTOR IN CASE - STUDY PRESENTATIONSWHAT IS A CASE STUDY?
Servicio de referencia sección de publicaciones periódicas, Biblioteca "Dr. Nectario Andrade Labarca"
Ingles
EMA-011-006
In this article the author describes and reflects upon a clinical seminar attended by midcareer professionals working in various branches of education. The challenge he set himself was to run management training which did not reinforce those defenses which lie at the heart of the problems the participants were most anxious to solve. Each participant was required to prepare and present a case study of a particular management issue or problem of real concern to them in their institutions. The rest of the group worked with them on the issue, and it is this mode of working which lies at the heart of the course, relying as it does on psychoanalytic insights and understandings. The process is illustrated by one of the cases presented to the group.

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