Education School Management Research Articles

Понятие за мониторинг в управлението на училищното образование

Понятие за мониторинг в управлението на училищното образование

Psychological Capital

The concept of approaching psychological capital (PsyCap) as an influencer on behaviors and results at both an individual and an organizational level is gaining support from a growing body of research. However, to date, the construct and impact of the PsyCap on adolescents’ behavioral outcomes have not been tested. If tested, an understanding of the psychological construct and its impact could be helpful for teachers and administrators in adjusting institutional methodology in accordance with the mental health status of the students. We explore the impact of PsyCap and the moderating role of perceived social support. We also adopt an innovative perspective to detect how to reduce problem behaviors. A construct of PsyCap of adolescents and the relationships among PsyCap, perceived social support, and behavioral problems is proposed. The findings provide a strong evidence-based recommendation for the use of PsyCap in a public school education management.

Against the politics of desperation: educational justice, critical race theory, and Chicago school reform

As a center for education ‘reform’ in the United States, Chicago sheds light on state apparatuses seeking to end public education and replace it with market-driven ventures, largely by way of public–private partnerships. Critical to this process is the idea of ‘choice’ which has come to operate as a political device providing the illusion that students, parents, and families have options leading to educational improvement. In this article, Stovall pays specific attention to what he calls the politics of desperation, suggesting that entities such as central school offices and educational management organizations are using popular rhetoric coupled with marketing tools to solicit buy-in on their specific brand of educational improvement. He argues that this strategy targets groups facing uncertainty in education and housing, and who therefore attempt to navigate choices they have little say in defining. Instead of said improvements, Stovall contends we are witnessing a ‘more-of-the-same’ game, including dispossession and continued disenfranchisement of working-class communities of color. At the same time, he highlights the absolute necessity of resistance. Borrowing from Duncan-Andrade's notion of critical hope, he suggests we must be painfully honest about current educational conditions, while also building grassroots networks that challenge these realities. Stovall identifies strategies and resources mobilized by Chicago residents through direct-action organizing, coalition building, and school–community partnerships to challenge neoliberal reform.

Mentoring and School Leadership: Experiences from South Africa

Among the factors included in the Advanced Certificate in Education-School Management and Leadership (ACE-SML) qualification in South Africa, is the requirement for leaders to be mentored. Mentorin...

Observations of School Culture: From Theorists to Curriculum Issues

In recent years, we have developed research studies to analyze the relationships between the fields of history and sociology of curriculum, school, and culture. Using previously conducted studies, we investigate topics such as school culture and education management, which broaden our understanding of education, school days and spaces, classes and courses of study, and interchanges and their effects on new generations.

Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya

ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya.

Back to basics: recapturing a philosophy of business and management practice

This paper offers a radical theoretical discourse on the extent to which business and management learning and teaching has failed in its fundamental mission of educating and training individuals for responsible modern management. Business and management teaching requires a fundamental reappraisal of its origins, its purpose and application, a redefinition of its philosophy as a social science. We propose a radical and seemingly controversial multi-dimensional intra-curricular approach to the learning and teaching of higher education business and management in business schools which offers pedagogy for business and management that recouples business and management education to individual and organisational responsibility.

Analyzing Effectiveness of School Education Management Focus on Invested Resources to Private Universities’ Students with Six Sigma

Analyzing Effectiveness of School Education Management Focus on Invested Resources to Private Universities’ Students with Six Sigma

Summary of a Symposium on Nongovernmental Basic Education

The symposium on nongovernmental basic education sponsored by the Guangzhou Zhonghua Yinghao School, the Guangzhou Modern Education Science Center, and the magazine Zhongxiaoxue jiaoyu guanli (Management of elementary and secondary school education) was held in Conghua, Guangzhou, from May 29 to May 31. Representatives of sixteen nongovernmental schools in Beijing, Tianjin, Shanghai, Shenyang, Sichuan, Anhui, Hainan, and Guangdong participated. Leading personnel and experts from the Statutes and Law Bureau of the State Council and relevant departments of the State Education Commission and from the Guangzhou Education Commission were also invited to attend. In his opening address, Comrade Wu Ziyan, director of Guangzhou's Modern Education Science Center, proposed the following topics for discussion: the position and role of nongovernmental elementary and secondary schools in the development of socialist education; how nongovernmental elementary and secondary schools should handle the relationship between the laws of education and the laws of the market economy; how nongovernmental elementary and secondary schools should implement the state's educational policies, improve educational quality, and do their best to acquire special characteristics. The following is a summary of the discussions.

Administration and Management of Secondary School Education

Administration and Management of Secondary School Education