Administration and Policy-making in EducationJohns Hopkins Press, 1959 - 207 páginas |
Dentro del libro
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Página 5
... follows . It should be said at the outset that , considering the current status of educational administration as an intellectual discipline , we shall not confine our discussion to modern scientific theory . Rather we shall look at as ...
... follows . It should be said at the outset that , considering the current status of educational administration as an intellectual discipline , we shall not confine our discussion to modern scientific theory . Rather we shall look at as ...
Página 33
... follows that the educational administrator must be a teacher , a scholar , or an educator . While he has administrative duties and responsibilities , these are so closely related to the purposes and processes of education that they ...
... follows that the educational administrator must be a teacher , a scholar , or an educator . While he has administrative duties and responsibilities , these are so closely related to the purposes and processes of education that they ...
Página 41
... follows that the administrator should know what the objectives are . The assump- tions are implicit in the lexical definition of administration ; they may be instrumental in making the definition even more precise . It follows from the ...
... follows that the administrator should know what the objectives are . The assump- tions are implicit in the lexical definition of administration ; they may be instrumental in making the definition even more precise . It follows from the ...
Contenido
INTRODUCTION | 1 |
THE THEORETICAL STUDY OF EDUCATIONAL | 21 |
THE ADMINISTRATIVE PROCESS | 37 |
Derechos de autor | |
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Términos y frases comunes
academic accepted purposes accomplish adminis Administration New York administrative decisions administrative function administrative process aesthetic agencies ambiguous analysis appear aspects of education assume assumption attempt authority Behavior boards of education bureaucracy Carl Joachim Friedrich cational Columbia University complexity concepts concerned conflict creative defined democratic discern educational administration educational organization effective efficiency empirical example fact formal Henri Fayol Ibid individual institutions intellectual intrinsic activities intrinsic functions kind laws leadership lexical definition line-and-staff logical Luther H Max Weber means ment method ministration moral nature Northcote Parkinson objectives operation over-all policy over-all policy-making Parkinson's Law personnel phenomena possible practical Press principle problems procedures Public Administration public education Public School public support purposes of education relationships responsibility role schedule School Administration School Board school organization school superintendent school system Science of Administration social needs society teacher teaching theoretical theory of administration tion tive types University value choices