ระบบสาระสนเทศ ischool ในสถานศึกษา
วันอาทิตย์ที่ 14 กุมภาพันธ์ พ.ศ. 2564
วันเสาร์ที่ 6 กุมภาพันธ์ พ.ศ. 2564
วันศุกร์ที่ 5 กุมภาพันธ์ พ.ศ. 2564
The Development of Educational Administration System in China
The Development of Educational Administration System in China
Yalun, An; Du, Chenguang
International Education Studies, v12 n2 p25-35 2019
China has a long history of education and its educational administration system can be traced back to more than 2,000 years ago. This article focuses on the development of the educational administration system in China through a series of laws, regulations and policies, arguing that China's current educational administration system-the State Council and local governments at various levels are responsible to guide and administer educational work under the principles of administration by different levels and of a division of responsibilities needs to be further extended and reformed to address the new challenges and problems in the era of marketization and internationalization.
Descriptors: Foreign Countries, Educational Administration, Educational Development, Laws, Educational Policy, Administrative Organization, Elementary Education, Secondary Education, Higher Education
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
ดาวน์โหลด Full text
การอ้างอิงงานวิจัยต่างประเทศ 3 เรื่อง
1.Educational Administration and Queer Educators: Building Relationships of Inclusion and Diversity
Callaghan, Tonya; Mizzi, Robert C.
Canadian Journal of Educational Administration and Policy, n173 p1-8 Nov 2015
The editors of this special collection of the "Canadian Journal of Educational Administration and Policy" open this introductory essay with the words of Margaret Mead in order to underscore an important message contained in all of the essays of this collection: education administrators and policy makers are paramount to creating learning environments that are respectful of sexual and gender diversity for all staff and students. This holds true for a variety of educational settings ranging from publicly-funded Catholic and non-Catholic kindergarten to Grade 12 schools (K-12) to higher learning settings such as colleges, universities, transnational teaching abroad programs, and adult and community education spaces. This collection represents a plethora of emergent perspectives on queer educators. The collection begins in Canada with Tonya Callaghan's empirical study, which illustrates the current struggles facing queer educators in Catholic schools in Alberta and Ontario. Jan Buterman uses life narrative as a transgender teacher in Alberta to demonstrate the "Meantime" that targets gender variance. Next, Kaela Jubas points out how internationalization strategies have implications for queer educators working at post-secondary institutions, and uses the University of Calgary as an example. This collection continues with the transnational work of Robert Mizzi, which points out the difficulties for gay men teaching internationally in adult education settings and compares the experiences of gay male expatriates working in Kosovo with gay male immigrants working in Toronto. This collection then takes another international turn in order to learn of some of the emergent issues facing queer educators in other countries and as a means to motivate further Canadian scholarship. Mitsunori Misawa brings attention to gay male professors of colour in the United States, and illustrates how both racism and homophobia intersect in the workplace despite the presence of equity policies. Last, we draw attention to recent developments in Australia, where Tania Ferfolja and Efty Stavrou present research from a national survey of lesbian and gay male K-12 teachers and their experiences creating a queer-positive culture and climate. The editors recognize that this collection gauges the current climate for queer educators in different work settings and realize that there is more work to be done to actually develop pluralistic and inclusive educational environments in Canada and elsewhere.
Descriptors: Educational Administration, Inclusion, Social Attitudes, Homosexuality, Sexual Identity, Teacher Background, Diversity (Faculty), Sexual Orientation, Organizational Climate, Organizational Culture, Foreign Countries
Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; United States
อ้างอิง
Callaghan, Tonya; Mizzi, Robert C.(2015)
Educational Administration and Queer Educators: Building Relationships of Inclusion and Diversity.Canadian Journal of Educational Administration and Policy, n173 p1-8.
2.The Development of Learning Module of Educational Administration and Educational Institute for Students in Master of Education Degree in Thailand
Chantarasombat, Chalard; Rooyuenyong, Wichian.
World Journal of Education, v10 n3 p19-32 2020
The knowledge creation for the efficiency, quality, and the effectiveness, learning achievement and through learning module the developed learning of Educational Administration and Educational Institute for students. However, knowledge creation also be used to learning module of school-based supervision for students? This paper describes the application of basic knowledge creation on module of "Educational Administration and Educational Institute for students," in master of Education degree in Thailand. Changing demographics are the threatening the ability of degree students studying master degree program in educational administration, Northeastern University, to sustain their viability as traditional methods of passing knowledge creation from generation to next are circumvented by the movement of young. Knowledge creation as a way developed learning module of school-based supervision for students were: 1) the efficiency of action process in developing Learning Module was 84.61, the efficiency of knowledge was 83.00 which was higher than the specified criterion 80/80, 2) the quality of the developed Learning Module evaluated by the experts, in overall, was at "The Highest" level. Considering each aspect, the level of propriety, congruency, feasibility, and utility aspects, was also at "The Highest" level, 3) the effectiveness index in learning management of students learning through Learning Module was 0.6569 out of full score of 1.00 or the students had an increased knowledge of 65.69%, 4) as for learning achievement of students learning through Learning Module at the post-test scores were significantly higher than the pretest at 0.05, 5) regarding students learning through Learning Module there were no significant differences between post-test learning achievement and the 2 weeks post-test learning achievement scores. It was indicated that the students learning through Learning Module of "Educational Administration and Educational Institute for students", attained learning retention, and 6) the students had their satisfaction on learning through Learning Module in overall, at "The Highest" level.
Descriptors: Learning Modules, Curriculum Development, Educational Administration, Graduate Students, Masters Degrees, Foreign Countries, Administrator Education, Instructional Effectiveness, Student Satisfaction, Pretests Posttests, Retention (Psychology), Educational Quality, Instructional Leadership, Active Learning, Communities of Practice, 21st Century Skills
Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
อ้างอิง
Chantarasombat, Chalard; Rooyuenyong, Wichian.(2020) The Development of Learning Module of Educational Administration and Educational Institute for Students in Master of Education Degree in Thailand.
World Journal of Education, v10 n3 p19-32.
3.Adapting to the Pedagogy of Technology in Educational Administration
Berry, James E.; Marx, Gary
Scholar-Practitioner Quarterly, v4 n3 p245-255 Fall 2010
The field of educational administration is in a pedagogical transition. Though empirical evidence may be lacking about the efficacy of online teaching and learning, programs in educational administration are part of the greater movement to Internet delivery by virtue of market forces and advances in software and hardware tools for teaching in a virtual environment. Faculty members in educational administration are at the cusp of change that requires an understanding of electronic teaching and learning. Electronic portfolios as a way to measure and capture student progress are an opportunity to learn about the more robust capabilities of the electronic medium for teaching because of their mainstream use by all faculty. The electronic portfolio is the first widely adopted, and widely used, platform for introducing faculty in educational administration to an Internet-based technology for teaching. The adoption of electronic portfolios by educational administration programs requires faculty to use and explore the potential of the pedagogy of technology in their own teaching.
Descriptors: Portfolios (Background Materials), Educational Administration, Educational Technology, Virtual Classrooms, Internet, College Faculty, Computer Uses in Education, Adoption (Ideas), Educational Trends, Technology Integration, Guidelines
Educator's International Press, Inc. 18 Colleen Road, Troy, NY 12180. Tel: 518-271-9886; Fax: 518-266-9422; e-mail: office@edint.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
อ้างอิง
Berry, James E.; Marx, Gary. (2010) Adapting to the Pedagogy of Technology in Educational Administration.
Scholar-Practitioner Quarterly, v4 n3 p245-255.
สมัครสมาชิก:
บทความ (Atom)
-
1.Educational Administration and Queer Educators: Building Relationships of Inclusion and Diversity Callaghan, Tonya; Mizzi, Robert C. Canad...
