Relationship-Between-Education-and-Educational-Administration.pptx
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Educational administration deals with managing educational institutions and practices to achieve specific educational objectives set by society. It involves both human resources like teachers, students, and parents as well as material resources. Educational administration aims to enable the right students to receive the right education from qualified teachers in a cost-effective way for the state. It also involves influencing students to grow towards defined objectives by utilizing teachers and operating in various educational settings.
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The document discusses the key responsibilities and functions of school administrators according to the Education Act of 1982 in the Philippines. It outlines 7 duties that every school administrator must perform, including discharging their responsibilities according to the school's philosophy and goals, ensuring efficient administration, promoting an effective learning environment, maintaining professional conduct, providing performance reports to staff, observing due process, and maintaining required records and reports. The act aims to define the role of administrators in establishing an integrated education system to meet national development goals.
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The document outlines the key components of a curriculum:
1) Goals and objectives which aim to provide knowledge, skills, values and prepare students for further education or work.
2) Curriculum content which includes core subjects and is organized based on principles like balance, articulation and integration.
3) Teaching methods and experiences which stimulate learning and achieve the objectives through approaches like flexibility and consideration of learning styles.
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Philosophical Foundations of Curriculum
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
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The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers in developing, delivering, and shaping the curriculum to meet learner needs. School administrators are identified as responsible for overseeing curriculum implementation and the overall school vision. Other stakeholders mentioned are parents, community members, professional organizations, and the government agencies that regulate education standards.
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Different Techniques of supervision.
Qualities of an effective supervisor.
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Lecture 1.ppt
Education“CLASSROOM MANAGEMENT PRACTICES”
LESSON ASSESSMENT PROFORMA
Teacher’s Name Class Subject
Topic
Date Assessed
Assessed By
Aspect 5 4 3 2 1 Score Remarks
LESSON PLAN
An excellent plan covering all aspects well A good plan covering most aspects An adequately workable plan A sketchy plan lacking details A plan lacking certain essential aspects
PREPARATION
Excellent Good Adequate Scanty Inadequate
INTRODUCTION
Relevant and imaginative Apt, to the point and interesting Appropriate Introduction Insufficiently purposeful Uninteresting and unimaginative
STATEMENT OF
AIM Clear and precise Correct and to the point Appropriate Imprecise and unclear Incomplete and vague
EXPLANATIONS
Lucid and logical Clear and well reasoned Most of the points explained adequately Insufficient explanations Certain points not explained properly
QESTIONING
TECHNIUE Skilful and very effective Effective and purposeful Appropriate and sufficient questioning Insufficient questioning Very little and ineffective questioning
PACE
Well-measured and precisely adjusted Well-adjusted Appropriate Needs to be a bit Faster/slower Too fast/too slow
FLOW AND
CONTINUITY Articulate and effortlessly fluent Fluent Sufficiently fluent Somewhat lacking fluency Lacked fluency/hesitant/faltering/awkward pauses
EMPHASIS ON
MAIN POINTS Very well emphasized Properly emphasized Adequately highlighted Insufficient emphasis on main points Lack of emphasis on main points
CLASS
PARTICIPATION Excellent Good Adequate Insufficient Lack of interest for class participation
CONFIDENTIAL
Aspect 5 4 3 2 1 Score Remarks
TIME MANAGEMNET
Excellent time budgeting Good time management Appropriate utilization of time Finished lesson a bit early/could not finish in time Finished lesson too early/failed to cover a good part of the lesson
BOARD WORK Meticulous and skillful Neat and accurate Adequately neat and correct Lacking sufficient accuracy and neatness Wayward, illegible and muddled
USE OF TEACHING AIDS Imaginative and purposeful Effective and proper Appropriate Inadequate use of teaching aids Lacked proper and effective use
SPEECH AND LANGUAGE Eloquent, correct and
Impressive Effective, clear and accurate Adequately clear an effective Somewhat lacking in accuracy and clarity Needs to improve clarity/accuracy
CONFIDENCE
Composed, confident and self-assured Confident Sufficiently confident Somewhat unsure and faltering Lacking sufficient confidence
CLASS MANAGEMENT Skillful control of class Good class control Proper class control Needs improvement Lacking proper class control
RECAPITULATION
Skillful review and summing up Effective recap and summarization Appropriate review and summarization Lengthy/Hurried review and summing up Too long/too short
CONSOLIDATION
Comprehensive Effective Adequately purposeful Inadequate effective Short and ineffective
CONCLUSION Logical and relevant Approximately and relevant Proper Needs to be more coher
Lecture 1.ppt
PHILOSOPHICAL SCHOOLS OF THOUGHT AND THEIR IMPLICATIONS
In Plato’s Republics and in his other writings we see a development of idealism. According to him, every object of our experience is nothing but shadow. That is saying that it is not in a pure state of reality. Whatever we perceive is merely a poor copy of the reality that exists in another world which he designates as the world of Forms or Ideas. Thus Plato’s Idealism talks of two worlds: the world of shadows and the world of Ideas. The latter is replete with absolute perfection, real, unchangeable, universal and eternal realities whereas the former is the world of imperfect copies of things residing in the real world of ideas. The implication is that every material thing must have its true copy in the world of ideas. Idealist would say that even the pen you are having now is only an imperfect copy or a shadow of the ideal pen in the world Ideas. Though there may ne various strands of idealism, the basic tenet is the emphasis that existence is explained in terms of the mind and its function.
Other Views on Idealism
Since Plato, there have been many understanding of idealism. Descartes is one such Idealist. He holds that the most important element in the nature of knowledge is mind or spirit. This idea is beautifully expressed in his popular philosophical dictum. Corgito ergo sum (I think, therefore I exist). This idealistic statement has so much implication for Descartes who doubted the reality of anything having material nature and would only accept as reality the thought that he is thinking. Bishop George Berkeley also advanced the school of idealism in modern times by his easiest percipi (to be is to be perceived) . What is real is that which can be perceived, what cannot be perceived is unreal.
To put it more correctly again, the central thesis of idealism is that true knowledge can be derived from reason alone since it is only the faculty of reason that can grasp or extract from material things their spiritual forms or essences. The faculty of the senses provides the mind with imperfect, unstable and changing knowledge of physical objects.
Educational Implication of Idealism
1. For Plato, Education simply means stimulation of the mind to recall that which it already knows before its being in the world. He taught that the soul I born with innate knowledge which it lost with contact with the material world (human body). Thus the concept of school and education is to create an enabling environment where students are encouraged to recall and embrace the concept of the Good and the universal truth that already exist in their soul which has been forgotten. An idealistic educational system would concern itself with ideas of things. The goal of education should be connected with the lifetime work of searching for true ideas. It should be to cultivate the human mind.
2. Idealism prefers the world of the spiritual to the world of material things. Thus, in education, e
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Assessment is directed toward the development and selection of assessment methods
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Standards for Teacher Competence in Educational Assessment of Students (1990), it is
organized around five interrelated themes:
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applicable in all circumstances. However, consideration of the full set of principles and
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Cp 3 educational planning
The document discusses educational planning and types of plans. It defines educational planning as preparing for post-secondary education by making arrangements to facilitate learning and skill development. There are three main elements in educational planning: predetermined objectives, use of scarce resources, and decision making. Educational planning ensures coordination of the education system and helps achieve goals like universal primary education. Strategic plans define long-term goals and priorities over 3-5 years while financial plans help achieve life goals through proper investment and money management.
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master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
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The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
Philosophical Foundations of Curriculum
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
Curriculum Approaches
This document discusses four approaches to curriculum development: behavioral, managerial, systems, and humanistic. The behavioral approach focuses on specifying goals and objectives and arranging content and activities to meet those objectives, evaluating learning outcomes based on the goals. The managerial approach emphasizes the principal's role in setting policies, planning, and organizing curriculum implementation. The systems approach views all parts of the school as an interconnected system. The humanistic approach places the learner at the center and aims for their total development. Curriculum developers may draw from one or more of these approaches.
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Instructional Objectives are essential for achieving the outcomes that we have set for our instruction and the whole educative process.
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The teacher as curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers in developing, delivering, and shaping the curriculum to meet learner needs. School administrators are identified as responsible for overseeing curriculum implementation and the overall school vision. Other stakeholders mentioned are parents, community members, professional organizations, and the government agencies that regulate education standards.
Unit 2 concept of school management
This document discusses educational management and supervision. It defines management and outlines its key functions and elements. Management is defined as an act of managing people and resources to achieve common goals. It can be considered both an art and a science. The document also discusses different levels and aspects of management, including principles of planning, organizing, staffing, leading, controlling and measuring. Objectives of educational management are provided, such as enhancing efficiency and eliminating waste.
Competency based curriculum
The document defines key terms related to competency-based curriculum. It discusses definitions of curriculum, competence, and competency-based curriculum. It outlines the background and characteristics of competency-based curriculum, including its student-centered principles. The document also examines components, implementation through teaching and learning activities, and evaluation of competency-based curriculum. It concludes that competence refers to intelligent actions and responsibilities to perform tasks, and that competency-based curriculum emphasizes developing student abilities and mastery of competencies.
Instruction and assessment
Instruction refers to various teaching methods and requires teachers to use a variety of techniques to deliver the curriculum. How well instruction is done depends on factors like the learner, teacher, learning environment, subject matter, and teaching methods. Assessment provides value by measuring instructional quality and student learning. For maximum student progress, instruction and assessment should be intertwined so teaching is focused on what students are assessed on.
Concept of Supervision IN EDUCATIONAL LEADERSHIP AND MANAGEMENT
Difference between Administration and supervision.
Different Techniques of supervision.
Qualities of an effective supervisor.
Perennialism
The document discusses the philosophy of perennialism in education. It advocates for developing students' rational and moral powers through a universal, humanities-focused curriculum drawn from great books of history. Perennialism aims to cultivate students' higher thinking abilities and help them gain control over passions through reason. In the classroom, teachers take a central role in disciplining students' minds through techniques like Socratic dialogue that focus on timeless concepts from history.
Curriculum Content or Subject Matter
The document discusses the selection and organization of subject matter in curriculum development. It provides 7 criteria for selecting subject content: self-sufficiency, significance, validity, interest, utility, learnability, and feasibility. It also discusses ensuring a balance, proper sequencing, integration, continuity and articulation of content across grade levels. The overall goal is to choose relevant and engaging content that students can learn effectively and apply in their daily lives.
School Governance and Supervision: Goal functions-principles-theory in school...
A Ph. D. class report presented to Dr. Elenida Maizo on November 24, 2018 at Ateneo de Zamboanga University.
Concept of test , measurement and evaluation
Test and measurement provide information that is used for evaluation. Tests gather information about a student's knowledge, skills, or other attributes. This information is quantified through measurement and presented numerically. The results of measurement are then used to evaluate how well a student has achieved the intended learning outcomes and objectives. Evaluation involves both quantitative and qualitative assessment using a variety of methods and tools. The purpose of evaluation is to improve the educational program and provide feedback to students, teachers, and administrators.
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School Governance and Supervision: Goal functions-principles-theory in school...
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Similar to Relationship-Between-Education-and-Educational-Administration.pptx
Lecture 1.ppt
Education“CLASSROOM MANAGEMENT PRACTICES”
LESSON ASSESSMENT PROFORMA
Teacher’s Name Class Subject
Topic
Date Assessed
Assessed By
Aspect 5 4 3 2 1 Score Remarks
LESSON PLAN
An excellent plan covering all aspects well A good plan covering most aspects An adequately workable plan A sketchy plan lacking details A plan lacking certain essential aspects
PREPARATION
Excellent Good Adequate Scanty Inadequate
INTRODUCTION
Relevant and imaginative Apt, to the point and interesting Appropriate Introduction Insufficiently purposeful Uninteresting and unimaginative
STATEMENT OF
AIM Clear and precise Correct and to the point Appropriate Imprecise and unclear Incomplete and vague
EXPLANATIONS
Lucid and logical Clear and well reasoned Most of the points explained adequately Insufficient explanations Certain points not explained properly
QESTIONING
TECHNIUE Skilful and very effective Effective and purposeful Appropriate and sufficient questioning Insufficient questioning Very little and ineffective questioning
PACE
Well-measured and precisely adjusted Well-adjusted Appropriate Needs to be a bit Faster/slower Too fast/too slow
FLOW AND
CONTINUITY Articulate and effortlessly fluent Fluent Sufficiently fluent Somewhat lacking fluency Lacked fluency/hesitant/faltering/awkward pauses
EMPHASIS ON
MAIN POINTS Very well emphasized Properly emphasized Adequately highlighted Insufficient emphasis on main points Lack of emphasis on main points
CLASS
PARTICIPATION Excellent Good Adequate Insufficient Lack of interest for class participation
CONFIDENTIAL
Aspect 5 4 3 2 1 Score Remarks
TIME MANAGEMNET
Excellent time budgeting Good time management Appropriate utilization of time Finished lesson a bit early/could not finish in time Finished lesson too early/failed to cover a good part of the lesson
BOARD WORK Meticulous and skillful Neat and accurate Adequately neat and correct Lacking sufficient accuracy and neatness Wayward, illegible and muddled
USE OF TEACHING AIDS Imaginative and purposeful Effective and proper Appropriate Inadequate use of teaching aids Lacked proper and effective use
SPEECH AND LANGUAGE Eloquent, correct and
Impressive Effective, clear and accurate Adequately clear an effective Somewhat lacking in accuracy and clarity Needs to improve clarity/accuracy
CONFIDENCE
Composed, confident and self-assured Confident Sufficiently confident Somewhat unsure and faltering Lacking sufficient confidence
CLASS MANAGEMENT Skillful control of class Good class control Proper class control Needs improvement Lacking proper class control
RECAPITULATION
Skillful review and summing up Effective recap and summarization Appropriate review and summarization Lengthy/Hurried review and summing up Too long/too short
CONSOLIDATION
Comprehensive Effective Adequately purposeful Inadequate effective Short and ineffective
CONCLUSION Logical and relevant Approximately and relevant Proper Needs to be more coher
Lecture 1.ppt
PHILOSOPHICAL SCHOOLS OF THOUGHT AND THEIR IMPLICATIONS
In Plato’s Republics and in his other writings we see a development of idealism. According to him, every object of our experience is nothing but shadow. That is saying that it is not in a pure state of reality. Whatever we perceive is merely a poor copy of the reality that exists in another world which he designates as the world of Forms or Ideas. Thus Plato’s Idealism talks of two worlds: the world of shadows and the world of Ideas. The latter is replete with absolute perfection, real, unchangeable, universal and eternal realities whereas the former is the world of imperfect copies of things residing in the real world of ideas. The implication is that every material thing must have its true copy in the world of ideas. Idealist would say that even the pen you are having now is only an imperfect copy or a shadow of the ideal pen in the world Ideas. Though there may ne various strands of idealism, the basic tenet is the emphasis that existence is explained in terms of the mind and its function.
Other Views on Idealism
Since Plato, there have been many understanding of idealism. Descartes is one such Idealist. He holds that the most important element in the nature of knowledge is mind or spirit. This idea is beautifully expressed in his popular philosophical dictum. Corgito ergo sum (I think, therefore I exist). This idealistic statement has so much implication for Descartes who doubted the reality of anything having material nature and would only accept as reality the thought that he is thinking. Bishop George Berkeley also advanced the school of idealism in modern times by his easiest percipi (to be is to be perceived) . What is real is that which can be perceived, what cannot be perceived is unreal.
To put it more correctly again, the central thesis of idealism is that true knowledge can be derived from reason alone since it is only the faculty of reason that can grasp or extract from material things their spiritual forms or essences. The faculty of the senses provides the mind with imperfect, unstable and changing knowledge of physical objects.
Educational Implication of Idealism
1. For Plato, Education simply means stimulation of the mind to recall that which it already knows before its being in the world. He taught that the soul I born with innate knowledge which it lost with contact with the material world (human body). Thus the concept of school and education is to create an enabling environment where students are encouraged to recall and embrace the concept of the Good and the universal truth that already exist in their soul which has been forgotten. An idealistic educational system would concern itself with ideas of things. The goal of education should be connected with the lifetime work of searching for true ideas. It should be to cultivate the human mind.
2. Idealism prefers the world of the spiritual to the world of material things. Thus, in education, e
Conservative and Progressive functions of Education report.pptx
1. Education serves both conservative and progressive functions in society. The conservative function aims to preserve cultural values and traditions by transmitting them across generations. The progressive function focuses on preparing students for active participation in a democratic society by emphasizing critical thinking, problem solving, and learning by doing.
2. Progressive education pioneers like John Dewey believed learning should be experiential through hands-on projects rather than passive reception of knowledge. Key aspects include integrated curricula, collaborative work, and understanding concepts rather than rote learning.
3. The goal of progressive education is for students to learn by doing through hands-on projects and real-life problem solving, both individually and collaboratively, in order to fully understand
CHAPTER-III-MAKING-SCHOOLS-INCLUSIVE.pptx
This document discusses creating inclusive school cultures and policies according to a UNESCO framework. It describes three dimensions of inclusion: creating inclusive cultures through community building and values; producing inclusive policies through developing schools for all and supporting diversity; and evolving inclusive practices like orchestrating learning and mobilizing resources. Stakeholders can help set inclusion parameters, build key people, and identify barriers. Special education focuses on individual needs while inclusion includes all students, though mainstreaming selectively includes some based on readiness. Producing inclusive policies involves involving society, collaborating between educators, recognizing shifting teacher roles, and including transitions in planning.
Nature and Scope of Education
1. The document discusses the scope and concepts of education. It defines education as the systematic transmission of knowledge, skills, and culture through formal instruction.
2. The scope of education encompasses many subjects and aspects of life including philosophy, educational guidance, educational sociology, economics, methods of teaching, administration and supervision, population education, and environmental education.
3. Education is described as a lifelong process of development, an attempt to develop individuals and society, a means of modifying behavior, and a process of training, instruction, influence, and direction.
Adult education and distant education
The document discusses several topics related to extension education including:
- Extension education as a profession requiring specialized training and qualifications.
- Distance education defined as a systematically organized form of self-study aided by instructional materials and tutoring.
- Generations of distance education including early correspondence-based models and newer technologies enabling direct interaction.
- Adult education defined as providing non-vocational education to those past compulsory schooling with objectives like civic awareness, economic efficiency, and cultural development.
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ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
Globalisation and quality equity inclusive education tchombe
Globalisation has implications for education in Africa to develop skills for the 21st century. Inclusive education focuses on quality, equity, and equality of access and outcomes for all learners. It requires understanding learners' diverse needs and developing teachers' skills and competencies, including beliefs and attitudes, to support all students through flexible, learner-centered practices. Teacher education must be reformed with transformative dimensions like inclusive pedagogy, curriculum, resources, and community partnerships to characterize schools for the future.
Module 2 Comparitive Studies in Curriculum and Instructins.pptx
Module 2 Comparitive Studies in Curriculum and Instructins.pptxBule Hora University, Bule Hora, Ethiopia
1. The document discusses various frameworks and approaches used in comparative education, including comparative education frameworks that have developed over three stages and eight approaches to comparative education studies.
2. The key approaches discussed are thematic/problem approach, case study approach, area study approach, historical approach, and descriptive approach. Each approach involves analyzing and comparing educational systems, structures, issues, or development between countries.
3. The goal of comparative education is to understand similarities and differences between education systems by examining relationships between education and societies.Module 2 Comparitive Studies in Curriculum and Instructins.pptx
The document discusses the purposes and uses of comparative education. Some key purposes include: describing educational systems, assisting in educational development, highlighting the relationship between education and society, and establishing generalized statements about education that are valid in multiple countries. Comparative education can be used for understanding other systems better, evaluating one's own and other systems, planning educational reforms and improvements, and addressing common problems from a global perspective.
19 20
The document discusses the concept of quality education and its importance. It notes that quality education is relative and depends on the aims of education in a given society or country. It also states that quality of life outcomes depend on the quality of education received. It discusses some key issues with the existing education system in India such as the need to improve teacher training and competence, ensure professional ethics, and increase funding to the education sector. Overall it emphasizes that a high quality education system is important for a country's development.
Chapter-3-Making-Schools-Inclusive-1 (1).pptx
The document provides information on creating inclusive school environments. It discusses three key dimensions of inclusion: creating an inclusive culture, producing inclusive policies, and evolving inclusive practices. To create an inclusive culture, it is important to build community, establish inclusive values, and develop shared inclusive values among all stakeholders. When producing inclusive policies, schools must develop plans that encourage participation of all students and staff, reach out to include all students in the local community, and minimize exclusionary pressures. Evolving inclusive practices involves developing curricula and instructional practices that are responsive to student diversity and encourage active involvement of all students in their learning. Differentiating instruction through content, process, products, and the learning environment can help meet the diverse needs of students
Unit 6 6573.pptx
This document discusses population education and its integration into the formal education system. It defines population education and outlines its objectives. It describes the components of a formal education system, including curriculum, teachers, students, and administrators. It discusses the need to integrate population education, approaches to doing so, and how population education content has been developed and incorporated into the education system in Pakistan at various grade levels. It also outlines the qualities needed in a good population education teacher.
Extension education iof pokhara
This document discusses extension education, including its evolution, philosophy, principles, objectives, and definitions. It describes extension education as teaching activities conducted outside of universities to disseminate knowledge. The key principles are that extension education begins with rural people's current situation and involves them in program development. Extension education aims to teach people skills for self-reliance rather than dependence. It is linked to community development by focusing on community-led improvement efforts. Effective communication is also essential, involving clear transmission of messages through various channels to achieve understanding.
INTRODUCTION TO EDUCATION.pptx
This document discusses the introduction, definitions, characteristics, nature, aims, types, trends, scope, and purpose of education. It defines education as a sociological and psychological process aimed at developing knowledge, skills, and attitudes in a child-centered way. The document outlines formal, informal, and non-formal types of education and discusses trends in modern education like activity-based and cooperative learning. It describes the scope of education as skill development and utilizing community resources, while the purpose is continuous development of educators.
Three dimension of Index-A-UNIFYING-FRAMEWORK.pptx
The document discusses a framework for creating inclusive cultures in education. It outlines three key things stakeholders can do: 1) Set parameters for inclusion by defining terms and roles; 2) Build capacity through teacher training and evidence-based practices; and 3) Identify and remove barriers like attitudes, lack of funding or policies, and rigid curricula. Creating inclusive cultures requires involvement from governments, communities, and all education stakeholders through collaborative efforts like these.
Educ 605: DEMOCRATIC SCHOOL ADMINISTRATION
Democratic education aims to instill democratic values like cooperation, respect, fairness and justice in students. It views students as active participants in their own learning rather than passive receivers of knowledge. Democratic education emphasizes student choice and control over their educational path through flexible, student-centered learning approaches tailored to individual student needs and interests. For education to be democratic, the administration must be adaptable to changing situations, flexible in how it deals with different people, and stable enough to achieve goals without disruption, maintaining educational stability for students.
Educational Concepts Based on Different Schools of Philosophy
Educational Concepts Based on Different Schools of Philosophy, a Powerpoint presentation for the last chapter of the Philosophy of Education subject in graduate studies. Summary and conclusion for the said subject.
Meaning and type of educational administration
Educational administration involves managing the resources, tasks, and communications required to run a school. It occurs at various levels, from central government down to individual institutions, but has particular importance at the institutional level where practical application occurs. External management of educational programs includes community members, experts, administrators, parents, and supervisors who indirectly support programs, while internal management is carried out by institutional heads, teachers, students, and staff who are directly involved in program implementation.
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Relationship-Between-Education-and-Educational-Administration.pptx
- 1. Relationship Between Education and Educational Administration JASMINE BACARRO ANTONIO MAED 1
- 2. •Educational administration is the dynamic side of education and deals with the educational practices. •Educational administration must be directed towards the fulfilment of the objectives of education as set forth by the society. •Traditional educational administrative systems were designed primarily to serve as caretaker, regulatory and supervisory role in an era when education and the world outside were moving slowly by today's pace and the size and diversity of educational tasks were much lesser.
- 3. Meaning of Educational Administration Educational administration deals with the educational practices. It is the dynamic side of education that it deals with educational institutions from the schools and colleges to the secretariat in a comprehensive effort to achieve some specific educational objectives.
- 4. Meaning: It is concerned with both human and material resources/elements The integration of these ‘elements’ into a ‘whole’ is educational administration.
- 5. Definitions of Educational Administration Educational administration is to enable the right pupils to receive the right education from the right teachers, at a cost within the means of the state under conditions which will enable the pupils to profit by their training. —Graham Balfour
- 6. Definitions of Educational Administration Educational administration is the influencing of one group of human beings, the pupils, to grow towards defined objectives. Utilising a second group of human beings, the teachers as agents; and operating in a setting of a third group of public, variously concerned both with objective and with means used to achieve them. —Paul R. Mort
- 7. Definitions of Educational Administration Although there is no single accepted definition of administration, there is general agreement that it is concerned with the dealing and coordinating of the activities of groups of people. —L. S. Chandrakant
- 8. Definitions of Educational Administration Educational Administration is a process of integrating the efforts of personnel and of utilising appropriate materials in such a way as to promote effectively the development of human qualities. —Encyclopaedia of Educational Research
- 9. Generally, Educational Administration is: 1. Making efforts in unison. 2. Assisting in the realization of the predetermined aims and objectives of education. 3. Rendering service of society towards its progress and that of the individuals comprising it, including the teacher, student, parent and public, and coordination of their efforts.
- 10. Thank You…..