Dr. Fred C. Lunenburg, featured author, published in NATIONAL FORUM JOURNALS, Houston, Texas, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Educational Administration and ManagementNafisa Khan
The document discusses various theories of educational administration including classical, neo-classical, and critical theories. It describes key aspects of each theory such as scientific management principles, administrative management functions, and the focus on social values and ideologies in critical theory. Several theorists are discussed who contributed to different approaches, including Fayol, Gulick, Weber, Mayo, Maslow, and McGregor. The theories provide tools to help educational leaders with tasks like motivation, decision-making, policy implementation, and building effective relationships within the school system.
The document discusses educational management and defines key concepts. It summarizes management approaches from Henry Fayol and Donald Clough. It then outlines objectives of school management including achieving institutional objectives, improving planning and implementation, and enhancing efficiency. It also discusses the scope of school management, functions of educational management including planning, organizing, leading, staffing and controlling. Finally, it discusses the importance of discipline in schools and ways to ensure effective institutional discipline such as treating students fairly and using praise and punishment judiciously.
This PPT aims provide knowledge and understanding to the Learner about Educational Management, Important of Educational Management, Nature of Educational Management, Scope of Educational Management, Model of Educational Management, Strategies of Educational Management, Process of Educational Management, Challenges of Educational Management, Functions of Educational Management and so on.
Ivan Illich was an Austrian philosopher, Catholic priest, and writer who criticized modern institutions and technologies. He was born in 1926 in Vienna and studied in several European cities before becoming a priest and moving to the US. Illich later left the priesthood and moved to Mexico, where he established an intercultural research center. He wrote several influential books critiquing issues like education, medicine, and technology. Illich argued that institutions often end up serving purposes opposite of their original intentions and advocated for more convivial and decentralized systems. He died in 2002 in Germany.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
Critical pedagogy is a teaching approach that encourages students to question dominant beliefs and practices in order to become critically conscious. It was developed by Brazilian educator Paulo Freire based on the idea of "problem-posing education," where students engage in critical thinking to liberate themselves. Key concepts in critical pedagogy include praxis, the process of enacting ideas; hegemony, the cultural domination of one group by another; and problem-posing education, which emphasizes critical thinking as an alternative to the "banking" model of education. The objective of critical pedagogy is to empower students by developing their social skills and understanding of power structures so they can actively participate in an inclusive democratic society.
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
Educational Administration and ManagementNafisa Khan
The document discusses various theories of educational administration including classical, neo-classical, and critical theories. It describes key aspects of each theory such as scientific management principles, administrative management functions, and the focus on social values and ideologies in critical theory. Several theorists are discussed who contributed to different approaches, including Fayol, Gulick, Weber, Mayo, Maslow, and McGregor. The theories provide tools to help educational leaders with tasks like motivation, decision-making, policy implementation, and building effective relationships within the school system.
The document discusses educational management and defines key concepts. It summarizes management approaches from Henry Fayol and Donald Clough. It then outlines objectives of school management including achieving institutional objectives, improving planning and implementation, and enhancing efficiency. It also discusses the scope of school management, functions of educational management including planning, organizing, leading, staffing and controlling. Finally, it discusses the importance of discipline in schools and ways to ensure effective institutional discipline such as treating students fairly and using praise and punishment judiciously.
This PPT aims provide knowledge and understanding to the Learner about Educational Management, Important of Educational Management, Nature of Educational Management, Scope of Educational Management, Model of Educational Management, Strategies of Educational Management, Process of Educational Management, Challenges of Educational Management, Functions of Educational Management and so on.
Ivan Illich was an Austrian philosopher, Catholic priest, and writer who criticized modern institutions and technologies. He was born in 1926 in Vienna and studied in several European cities before becoming a priest and moving to the US. Illich later left the priesthood and moved to Mexico, where he established an intercultural research center. He wrote several influential books critiquing issues like education, medicine, and technology. Illich argued that institutions often end up serving purposes opposite of their original intentions and advocated for more convivial and decentralized systems. He died in 2002 in Germany.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
Critical pedagogy is a teaching approach that encourages students to question dominant beliefs and practices in order to become critically conscious. It was developed by Brazilian educator Paulo Freire based on the idea of "problem-posing education," where students engage in critical thinking to liberate themselves. Key concepts in critical pedagogy include praxis, the process of enacting ideas; hegemony, the cultural domination of one group by another; and problem-posing education, which emphasizes critical thinking as an alternative to the "banking" model of education. The objective of critical pedagogy is to empower students by developing their social skills and understanding of power structures so they can actively participate in an inclusive democratic society.
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
JOHN DEWEY THE FATHER OF EDUCATIONAL PHILOSOPHYAYESHA JAVED
John Dewey was an American philosopher and educator born in 1859 who was influential in the 20th century. He believed in progressive education and rejected traditional, authoritarian teaching methods. Dewey viewed education as an experience that should involve hands-on, experiential learning rather than just formal instruction. He felt students and teachers should learn together through interaction with their environment. Dewey's progressive education philosophy emphasized learning by doing and having students interact with their surroundings to adapt and learn.
School as organization by Mr. Jefferson LeronaIreneGumiran
The document discusses school as an organization and educators as managers using participatory management. It defines school as an organization as how schools arrange resources like time, space, and personnel to maximize student learning. It discusses the need for school organization to ensure smooth functioning and optimal resource use. Principles of school organization include adapting to individual differences and changes in society. The document also discusses educators as managers and various roles teachers and principals play in management. It defines participatory management as including relevant stakeholders in decision making and lists benefits like increased job satisfaction, commitment, and performance.
Relationship between Education and Philosophy.SANA FATIMA
This document discusses the relationship between education and philosophy. It defines both education and philosophy, explaining that education is the process of facilitating learning, while philosophy is the study of fundamental problems concerning existence, knowledge, values, and more. It argues that education without philosophy is blind, as philosophy provides guidance on educational aims, harmonizes traditions, and prepares students for modern challenges. Philosophy of education helps determine goals, balance old and new approaches, and provide vision to educational leaders.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. The formation of SMCs aims to give communities agency in improving school quality and outcomes.
The document summarizes the mastery learning model of teaching. It defines mastery learning as an approach that helps students attain satisfactory performance in school subjects by breaking content into discrete units and requiring demonstration of mastery of one unit before advancing to the next. The key elements of the mastery learning model include planning for mastery, teaching for mastery, formative evaluation, providing remediation, and summative evaluation to assess mastery across units. Benefits include helping students identify their strengths and weaknesses, individualizing instruction, and reducing variation in achievement levels.
Difference between school organisation, management & administrationPriyanka Chaurasia
School organization, management, and administration are related but distinct concepts. School organization refers to planning and structuring resources like facilities, equipment, and staff. School management involves implementing policies and objectives, and is a middle-level executive function. School administration determines policies and objectives as the top decision-making body, and oversees the efficient execution of programs and activities. The key difference is that organization establishes the framework, management implements plans, and administration sets direction and controls operations from an executive leadership role.
This document provides an overview of the sociology of education, including its nature, scope, and theoretical approaches. It defines sociology of education as the branch of sociology that studies the relationship between education and society, and how social factors influence education. The document outlines three main theoretical approaches in sociology of education: functionalist theory, conflict theory, and interactionist theory. It provides examples of how each theory frames the role and functions of education in society.
1. The document discusses teacher as a reflective practitioner and the importance of reflective practices. It outlines various reflective strategies that teachers can use such as keeping a teaching journal, video recording lessons, and collaborating with peers.
2. Reflective practices have benefits like increased learning, deep learning, and identifying strengths and areas for improvement. However, there are also limitations like taking time and feeling uncomfortable critiquing one's own teaching.
3. Specific reflective strategies discussed include concept mapping, portfolio writing, brainstorming, journaling, and problem solving. These strategies allow teachers to reflect on their lessons and continuously develop their teaching practice.
John Dewey (1859-1952) was an American philosopher, psychologist, and educational reformer who is considered the father of educational philosophy. He believed that education is life itself and that students learn best through active, hands-on experiences rather than memorization and lectures. Dewey helped launch the progressive education movement, which promoted student-centered, experiential learning. He established a laboratory school at the University of Chicago to test his theories in practice. Dewey's ideas heavily influenced 20th century education reform.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
This document discusses specific techniques for evaluating curriculum, including:
1. Observation - Gathering information by directly observing programs and student/teacher behaviors. This can be unstructured or structured.
2. Interviews - Collecting verbal information from interviewees. Interviews can be unstructured or structured.
3. Questionnaires - Collecting quantitative data through surveys to get information from many people easily.
4. Unobtrusive measures - Obtaining non-reactive observations by examining physical traces or records without participants' awareness.
5. Tests - Assessing learning outcomes through various types of tests like diagnostic, proficiency, aptitude, and achievement tests as well as formative vs summative assessments.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
Various Commissions and Frameworks with respect to post Independence Educati...PRAMATHIDEVADHARSDMB
This presentation is related to third semester of two year B. Ed course. This presents the various commissions and frameworks with respect to post Independence education era.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
This document discusses the political frame for analyzing organizations. It covers four key topics:
1. The political frame views organizations as coalitions among competing interest groups that must negotiate for scarce resources. Power and conflict are central aspects.
2. There are various sources of power in the political frame, including formal authority, control over resources and information, and informal networks and alliances.
3. Developing a political map involves identifying key influencers, communication channels, opportunities for mobilization, and anticipating others' strategies.
4. Building coalitions is important for achieving goals, which may require developing relationships with opponents through communication and negotiation.
Lumadue, robin missions among the kafe people nfmij v9 n1 2012 (posted)William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
JOHN DEWEY THE FATHER OF EDUCATIONAL PHILOSOPHYAYESHA JAVED
John Dewey was an American philosopher and educator born in 1859 who was influential in the 20th century. He believed in progressive education and rejected traditional, authoritarian teaching methods. Dewey viewed education as an experience that should involve hands-on, experiential learning rather than just formal instruction. He felt students and teachers should learn together through interaction with their environment. Dewey's progressive education philosophy emphasized learning by doing and having students interact with their surroundings to adapt and learn.
School as organization by Mr. Jefferson LeronaIreneGumiran
The document discusses school as an organization and educators as managers using participatory management. It defines school as an organization as how schools arrange resources like time, space, and personnel to maximize student learning. It discusses the need for school organization to ensure smooth functioning and optimal resource use. Principles of school organization include adapting to individual differences and changes in society. The document also discusses educators as managers and various roles teachers and principals play in management. It defines participatory management as including relevant stakeholders in decision making and lists benefits like increased job satisfaction, commitment, and performance.
Relationship between Education and Philosophy.SANA FATIMA
This document discusses the relationship between education and philosophy. It defines both education and philosophy, explaining that education is the process of facilitating learning, while philosophy is the study of fundamental problems concerning existence, knowledge, values, and more. It argues that education without philosophy is blind, as philosophy provides guidance on educational aims, harmonizes traditions, and prepares students for modern challenges. Philosophy of education helps determine goals, balance old and new approaches, and provide vision to educational leaders.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Flanders Interaction Analysis is a technique for systematically observing and categorizing classroom interactions between teachers and students. It involves coding verbal behaviors into categories like lecturing, asking questions, praising students, and student talk. The interactions are recorded every 3 seconds and then analyzed to provide insights into the classroom dynamics. Some insights include the proportion of time spent on teacher vs. student talk, the ratio of indirect vs. direct teaching methods used, and the level of positive vs. negative reinforcement. The analysis helps teachers improve their instructional techniques and modify their classroom behaviors. However, it does not capture all classroom activities and is limited to analyzing verbal behaviors.
The document discusses School Management Committees (SMCs) in India as mandated by the Right to Free and Compulsory Education Act of 2009. It notes that SMCs have been formed in 88% of government schools to allow for parental involvement in school functioning through decentralized governance. SMCs are composed of parents, teachers, local leaders and students. Their roles include monitoring enrollment, attendance, infrastructure, grants, and developing school development plans. The formation of SMCs aims to give communities agency in improving school quality and outcomes.
The document summarizes the mastery learning model of teaching. It defines mastery learning as an approach that helps students attain satisfactory performance in school subjects by breaking content into discrete units and requiring demonstration of mastery of one unit before advancing to the next. The key elements of the mastery learning model include planning for mastery, teaching for mastery, formative evaluation, providing remediation, and summative evaluation to assess mastery across units. Benefits include helping students identify their strengths and weaknesses, individualizing instruction, and reducing variation in achievement levels.
Difference between school organisation, management & administrationPriyanka Chaurasia
School organization, management, and administration are related but distinct concepts. School organization refers to planning and structuring resources like facilities, equipment, and staff. School management involves implementing policies and objectives, and is a middle-level executive function. School administration determines policies and objectives as the top decision-making body, and oversees the efficient execution of programs and activities. The key difference is that organization establishes the framework, management implements plans, and administration sets direction and controls operations from an executive leadership role.
This document provides an overview of the sociology of education, including its nature, scope, and theoretical approaches. It defines sociology of education as the branch of sociology that studies the relationship between education and society, and how social factors influence education. The document outlines three main theoretical approaches in sociology of education: functionalist theory, conflict theory, and interactionist theory. It provides examples of how each theory frames the role and functions of education in society.
1. The document discusses teacher as a reflective practitioner and the importance of reflective practices. It outlines various reflective strategies that teachers can use such as keeping a teaching journal, video recording lessons, and collaborating with peers.
2. Reflective practices have benefits like increased learning, deep learning, and identifying strengths and areas for improvement. However, there are also limitations like taking time and feeling uncomfortable critiquing one's own teaching.
3. Specific reflective strategies discussed include concept mapping, portfolio writing, brainstorming, journaling, and problem solving. These strategies allow teachers to reflect on their lessons and continuously develop their teaching practice.
John Dewey (1859-1952) was an American philosopher, psychologist, and educational reformer who is considered the father of educational philosophy. He believed that education is life itself and that students learn best through active, hands-on experiences rather than memorization and lectures. Dewey helped launch the progressive education movement, which promoted student-centered, experiential learning. He established a laboratory school at the University of Chicago to test his theories in practice. Dewey's ideas heavily influenced 20th century education reform.
Instructional Leadership: Creating the Conditions #leadership20Chris Wejr
Presentation given on October 30, 2012 as part of the #Leadership20 learning series MOOC. Inquires about and describes successful strategies and ideas to create instructional leadership in schools.
This document discusses specific techniques for evaluating curriculum, including:
1. Observation - Gathering information by directly observing programs and student/teacher behaviors. This can be unstructured or structured.
2. Interviews - Collecting verbal information from interviewees. Interviews can be unstructured or structured.
3. Questionnaires - Collecting quantitative data through surveys to get information from many people easily.
4. Unobtrusive measures - Obtaining non-reactive observations by examining physical traces or records without participants' awareness.
5. Tests - Assessing learning outcomes through various types of tests like diagnostic, proficiency, aptitude, and achievement tests as well as formative vs summative assessments.
The Delors Report titled "Learning: The Treasure Within" submitted recommendations to UNESCO on education reform needs for the 21st century. The report was created by an international commission chaired by Jacques Delors that included members from different countries. The commission acknowledged tensions between globalization and localization, tradition and modernity, and other challenges. It defined education's role as fostering harmony and reducing issues like poverty. The report recommended expanding basic education and emphasizing four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. It also stressed lifelong learning and international cooperation in education.
Various Commissions and Frameworks with respect to post Independence Educati...PRAMATHIDEVADHARSDMB
This presentation is related to third semester of two year B. Ed course. This presents the various commissions and frameworks with respect to post Independence education era.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
This document discusses the political frame for analyzing organizations. It covers four key topics:
1. The political frame views organizations as coalitions among competing interest groups that must negotiate for scarce resources. Power and conflict are central aspects.
2. There are various sources of power in the political frame, including formal authority, control over resources and information, and informal networks and alliances.
3. Developing a political map involves identifying key influencers, communication channels, opportunities for mobilization, and anticipating others' strategies.
4. Building coalitions is important for achieving goals, which may require developing relationships with opponents through communication and negotiation.
Lumadue, robin missions among the kafe people nfmij v9 n1 2012 (posted)William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Lunenburg, fred c. the management function of principals v27, n4 2010William Kritsonis
This document discusses the management functions of principals and key elements of organizational structure in schools. It describes six elements of organizational structure: job specialization, departmentalization, delegation, decentralization, span of control, and line and staff positions. Effective management requires principals to implement structures like delegating tasks, setting clear roles through job specialization and departmentalization, and balancing centralized and decentralized decision-making. Principals must manage day-to-day operations while also providing instructional leadership to improve schools.
1) The stalking of professors by students can create difficulties for both faculty and administration, especially in the closed environment of a college campus where relationships are more likely to develop.
2) Cases of student stalking of professors are often underestimated and underreported, as professors may dismiss problematic behaviors as harmless crushes or be reluctant to draw attention to the stalker.
3) Certain attributes of the college environment, such as students' limited life experience and desire for independence, can contribute to poorly adjusted students developing inappropriate fixations or obsessions with professors.
This chapter discusses the various groups and levels of government that control public education in the United States. It notes that control is shared between federal, state, and local governments as well as non-governmental groups. Specifically, it outlines how the federal government's role has expanded since the 1960s through legislation and court rulings. It also discusses the influence of state governments, local boards of education, teachers' unions, testing agencies, and other organizations on public schooling in America.
This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, cultivating collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving instruction and student achievement.
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINIST...William Kritsonis
Partial Listing of Published Authors - NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
See: www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - Over 5,200 writers published since 1983.
This article discusses a study that provided teacher candidates opportunities to see technology modeled by university faculty and to use technology in their course assignments. The study found that this increased the teacher candidates' confidence in integrating technology into teaching. Specifically:
1) Teacher candidates observed faculty modeling technologies like WebCT, PowerPoint, and digital cameras. They then used these technologies in assignments.
2) A survey found that seeing technologies modeled and using them increased teacher candidates' confidence in integrating technologies for tasks like providing class notes, communicating, and enhancing instruction.
3) The modeling and assignments gave teacher candidates hands-on experience using technologies for tasks they would do as teachers, like finding online resources and designing lesson plans.
This article argues that postmodernism can be used to improve educational practices and better serve students. It challenges the status quo in public schools by claiming that maintaining existing practices is easier and more cost effective but does not best serve students. The article advocates breaking rules and conventions to stimulate new ideas about how to reform educational systems and practices from a postmodern perspective in order to prioritize student needs.
William Allan Kritsonis, PhD
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Factors Impacting Teacher Retention Mary Ann SpringsWilliam Kritsonis
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
1) The document discusses key concepts in educational policy including definitions of public policy, ideology, political culture, and political systems. It also examines historical, economic, sociological, philosophical, ethical, moral and legal perspectives on educational policy.
2) Educational policy issues since World War II have centered around equality, social justice, and access to education. Major court cases and legislation have aimed to promote values like desegregation, access for disabled students, and bilingual education.
3) Effective educational leadership and policymaking requires considering attributes like integrity, vision, decision-making skills, and assessing policies through measurement and judgment while avoiding corruption of power. Education involves moral responsibilities.
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.comWilliam Kritsonis
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, www.nationalforum.com
This document discusses the rise of charter schools in America. It outlines how charter schools were created to provide specialized education programs and appeal to marginalized student populations. Some key charter schools like KIPP Academy and Harlem Children's Zone are highlighted for their holistic approach and success in educating disadvantaged youth. While charter schools aim to increase school choice and innovation, they still face accountability pressures from policies like No Child Left Behind. The document concludes that charter schools are broadening education options by designing curricula that meet student and parent needs.
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
School officials may conduct searches of students and their belongings if they have reasonable suspicion that the student possesses contraband or violated a rule. This was established in New Jersey v. T.L.O., where the Supreme Court reversed an earlier ruling that a student's purse search violated the Fourth Amendment. Sniffer dogs can be used to detect drugs in lockers and vehicles but cannot sniff students directly. Random drug testing of student athletes has also been upheld as constitutional by the Supreme Court as a means to detect and prevent drug use. Schools must notify students and parents about random search policies through student conduct codes in order to balance safety with protecting civil liberties.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Lununburg, fred c[1]. schools as open systems schooling v1 n1 2010William Kritsonis
The document discusses schools as open systems. [1] It describes the five basic elements of open systems - inputs, transformation process, outputs, feedback, and environment. [2] Schools take in resources like students, teachers, funding and information as inputs. [3] Through the interaction of teaching and learning, the inputs are transformed, with the goal of educating students and producing outputs like student achievement, which then provide feedback to improve the system.
This document discusses two models of decision making - the rational model and bounded rationality model. The rational model involves 6 sequential steps: 1) identifying the problem, 2) generating alternatives, 3) evaluating alternatives, 4) choosing an alternative, 5) implementing the decision, and 6) evaluating effectiveness. However, the bounded rationality model recognizes limitations in people's rationality. Decisions are made at all levels in schools and affect outcomes. Effective problem identification, consideration of alternatives, implementation, and evaluation are essential for quality decision making.
Lunenburg, fred c[1]. the principal and the school what do principals do nf...William Kritsonis
The document discusses the roles and responsibilities of school principals. It analyzes what principals do on a day-to-day basis through six perspectives: leadership functions, administrative roles, management skills, task dimensions, human resource activities, and profiles of effective vs successful administrators. The key responsibilities of principals are planning, organizing, leading, and monitoring. They work long hours at a fast pace dealing with a variety of tasks in brief interactions, primarily through oral communication. Effective principals demonstrate conceptual, human, and technical skills to fulfill their leadership, administrative and management duties.
Lunenburg, fred c. the principal as instructional leader nfeasj v27 n4 2010William Kritsonis
The document summarizes how principals can serve as effective instructional leaders by focusing on student learning. It discusses five key dimensions principals should focus on: 1) focusing on learning outcomes rather than teaching, 2) encouraging teacher collaboration, 3) using student performance data to guide improvements, 4) providing teachers support and resources, and 5) aligning curriculum, instruction, and assessments. Taken together, these five dimensions can help principals achieve sustained success for all students.
This document summarizes key points from a course on management and leadership in education. It discusses topics related to school effectiveness, accountability, and improvement. Specifically, it covers challenges schools face in demonstrating effectiveness given changing definitions. It also examines social systems models of school effectiveness that consider inputs, transformations, and outputs. The document outlines components of accountability systems like standards, tests, and consequences. It reviews studies on relationships between school/classroom factors and student achievement.
Dr. Fred C. Lunenburg - the principal as instructional leader nfeasj v27 n4 ...William Kritsonis
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Dr. Fred C. Lunenburg - 1]. schools as open systems schooling v1 n1 2010
1. SCHOOLING
VOLUME 1, NUMBER 1, 2010
1
SCHOOLS AS OPEN SYSTEMS
Fred C. Lunenburg
Sam Houston State University
___________________________________________________________
ABSTRACT
All public schools are open systems, although the degree of interaction with their
environment may vary. Open systems contain five basic elements: inputs,
transformation process, outputs, feedback, and the environment. In this article, I
discuss each of these five elements of social systems. The open systems view of
schools provides an excellent framework for analyzing the process of education and
the role the school administrator plays in that process.
___________________________________________________________
Schools are social systems in which two or more persons work together in a
coordinated manner to attain common goals (Norlin, 2009). This definition is useful, for
it specifies several important features of schools: (1) they consist, ultimately, of people;
(2) they are goal-directed in nature; (3) they attain their goals through some form of
coordinated effort; and (4) they interact with their external environment. The definition,
however, does not elaborate on one important feature of schools deserving special
attention: All schools are open systems, although the degree of interaction with their
environment may vary.
According to open-systems views, schools constantly interact with their
environments. In fact, they need to structure themselves to deal with forces in the world
around them (Scott, 2008). In contrast, a closed-system theory views schools as
sufficiently independent to solve most of their problems through their internal forces,
without taking into account forces in the external environment. Consider a school closing
or realignment of school boundaries, for example. It affects the people in the school and
those outside it — in both the community it's moving from and the one it's moving to.
Systems theory works on the inside and outside of the organization, as a way of
understanding and anticipating the consequences of any decision (Ahrweiler, 2011).
A system can be defined as an interrelated set of elements functioning as an
operating unit (Senge, 2006). As depicted in Figure 1, an open system consists of five
basic elements (Scott, 2008): inputs, a transformation process, outputs, feedback, and the
environment.
2. SCHOOLING
2_____________________________________________________________________________________
Environment
Organization
Feedback
Environment
Figure 1. Open system.
Inputs
Systems such as schools use four kinds of inputs or resources from the
environment: human resources, financial resources, physical resources, and information
resources. Human resources include administrative and staff talent, labor, and the like.
Financial resources are the capital the school/school district uses to finance both ongoing
and long-term operations. Physical resources include supplies, materials, facilities, and
equipment. Information resources are knowledge, curricula, data, and other kinds of
information utilized by the school/school district.
Transformation Process
The school administrator's job involves combining and coordinating these various
resources to attain the school's goals – learning for all. The interaction between students
and teachers is part of the transformation or learning process by which students become
educated citizens capable of contributing to society. How do school administrators
accomplish this? Work of some kind is done in the system to produce output. The system
adds a value added to the work in process (Shaw, 2006).
This transformation process includes the internal operation of the organization
and its system of operational management. Some components of the system of
operational management include the technical competence of school administrators and
other staff, their plans of operation, and their ability to cope with change. Tasks
performed by school administrators within the organization’s structure will affect the
school/school district’s outputs.
Outputs
It is the principal’s job to secure and use inputs to the schools, transform them —
while considering external variables — to produce outputs. In social systems, outputs are
the attainment of goals or objectives of the school district and are represented by the
products, results, outcomes, or accomplishments of the system. Although the kinds of
outputs will vary with a specific school, they usually include one or more of the
Inputs
Transformation
Process
OutputsInputs
Transformation
Process
OutputsInputs
Transformation
Process
Outputs
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
following: growth and achievement levels of students and teachers, student dropout rates,
employee performance and turnover, school-community relations, and job satisfaction.
Most of these require no elaboration; only the last one requires some explanation.
A school must provide "satisfaction" to members of the school community beyond the
physiological needs (salary, working conditions, job security) (Herzberg, 2009). Schools
must provide for employees' needs for affiliation, acceptance, esteem, and perhaps even
self-actualization if they hope to retain a motivated, committed work force capable of
performing at maximum levels (Maslow, 1998).
Feedback
Feedback is crucial to the success of the school operation. Negative feedback, for
example, can be used to correct deficiencies in the transformation process or the inputs or
both, which in turn will have an effect on the school's future outputs.
Environment
The environment surrounding the school/school district includes the social,
political, and economic forces that impinge on the organization. The environment in the
open systems model takes on added significance today in a climate of policy
accountability. The social, political, and economic contexts in which school
administrators work are marked by pressures at the local, state, and federal levels. Thus,
school administrators today find it necessary to manage and develop ―internal‖ operations
while concurrently monitoring the environment and anticipating and responding to
―external‖ demands.
Since the enactment of the No Child Left Behind (NCLB) Act of 2001(Public
Law 107-110), education has been near the top of the national political agenda. The
federal law nationalized the discussion concerning the well-being of public schooling in
America. At the time the report was released and subsequently, there has been concern
with an achievement gap in America (Darling-Hammond, 2010; DuFour, DuFour, Eaker,
& Karhanek, 2010; Howard, 2011; Paige, 2011) and our academic competitiveness with
other nations, particularly in mathematics and science (U.S. Government Printing Office,
2008). These achievement gaps and academic comparisons have led many people to
conclude that the U.S. public school system was underperforming.
With recognition of an achievement gap and the rise of international educational
comparisons, states began to focus their policy on standards, accountability, and the
improvement of student academic achievement (Bulach, Lunenburg, & Potter, 2008;
Sunderman, 2008). Statewide assessment systems were implemented nationwide. Thus
was born an era of high-stakes testing complete with rewards and sanctions for low-
performing schools.
The social, political, and economic forces that impinge on the school organization
are not all state and national, however. Local school administrators also face a number of
challenges that are exclusively local in nature, such as bond referenda, difficult school
boards, and teacher unions. These local political issues can at times confound state
mandated policies (Lunenburg & Ornstein, 2008). For example, school administrators
often face mandated programs that do not meet the changing demographics of their
student population. Teachers are often bound by union contracts that conflict with the
norms of their particular school or school district. Superintendents are expected to
respond to federal mandates even though resources are scarce. Zero-tolerance policies
4. SCHOOLING
4_____________________________________________________________________________________
may require expelling a student, even though it may not be in the best interest of the
student to miss school for an extended period of time. And educational leaders are faced
with ongoing pressures to show good results on standardized achievement tests, while at
the same time dealing with a growing number of management duties, such as budgeting,
hiring personnel, labor relations, and site committees resulting from school-based
management initiatives.
Conclusion
Schools are social systems in which two or more persons work together in a
coordinated manner to attain common goals. All schools are open systems. An open
system consists of five basic elements: inputs, a transformation process, outputs,
feedback, and the environment. Schools use four kinds of resources from the
environment: human, financial, physical, and information resources. Through technology
and administrative functions, the inputs undergo a transformation process. In schools, the
interaction between students and teachers is part of the transformation or learning process
by which students become educated citizens capable of contributing to society. Open
systems export a product into the outside environment. In a school, the output may be
students’ knowledge, skills, abilities, and attitudes. Feedback serves as a control
mechanism. Negative feedback from the outputs or environment can be used to correct
deficiencies in the inputs or the transformation process, or both. The inputs are used to
teach students who are then exported into the outside environment. These graduates
continue to contribute energy to the school system in the form of one or more resources
(human, financial, physical, or information). The importation of new energy into the
system triggers a new cycle.
References
Ahrweiler, P. (2011). Innovation in complex social systems. New York, NY: Taylor &
Francis.
Bulach, C., Lunenburg, F. C., & Potter, L. (2008). Creating a culture for high-performing
schools: A comprehensive approach to school reform. Lanham, MD: Rowman &
Littlefield.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment
to equity will determine our future. New York, NY: Teachers College Press.
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2010). Raising the bar and closing
the gap: Whatever it takes. Bloomington, IN: Solution Tree.
Herzberg, F. (2009). One more time: How do you motivate employees? Boston, MA:
Harvard Business School Press.
Howard, T. G. (2011). Why race and culture matter in schools: Closing the achievement
gap in America’s classrooms. New York, NY: Teachers College Press.
Lunenburg, F. C., & Ornstein, A. O. (2008). Educational administration: Concepts and
practices (5th
ed.). Belmont, CA: Wadsworth/Cengage Learning.
Maslow, A. H. (1998). Maslow on management. New York, NY: Wiley.
Norlin, J. M. (2009). Human behavior and the social environment: Social systems theory.
Upper Saddle River, NJ: Allyn & Bacon.
Paige, R. (2011). The black-white achievement gap: Why closing it is the greatest civil
rights issue of our time. New York, NY: Amacom.
5. FRED C. LUNENBURG
_____________________________________________________________________________________5
Scott, R. W. (2008). Organizations and organizing: Rational, natural, and open systems
perspectives. Upper Saddle River, NJ: Prentice Hall.
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization
(re. ed.). New York, NY: Currency/Doubleday.
Shaw, P. (2006). The four Vs of leadership: Vision, values, value added, vitality. New
York, NY: Wiley.
Sunderman, G. L. (2008). Holding NCLB accountable: Achieving accountability, equity,
and school reform. Thousand Oaks, CA: Corwin Press.
U.S. Government Printing Office (2008). The condition of education. Washington, DC:
Author.