Relevant bibliographies by topics / 330104 Educational Policy, Administration and Management

Academic literature on the topic '330104 Educational Policy, Administration and Management'

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Published: 4 June 2021
Last updated: 20 February 2023

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Journal articles on the topic "330104 Educational Policy, Administration and Management":

1

Et al., Sin Ngamprakhon. "Educational Administration: Concept, Theory and Management." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1605–10. http://dx.doi.org/10.17762/pae.v58i1.953.

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The objectives of this research were: 1) to study the concepts and theories of educational administration, 2) to study the model of educational management, and 3) to analyze the theoretical tendency and the educational management model in practice. The primary data were collected from the Tipitaka in Thai version of Mahachulalongkornrajavidyalaya University and Commentaries. The secondary data were collected from Buddhist documents, educational administration, and interviews with 10key informants. The collected data were analyzed by content analysis. The research results indicated that: 1) the concepts and theories concerning academic affairs, teaching and learning management and evaluation by information technology, personnel management are an important part to drive the organization into effectiveness by setting job channel and description, and personnel development in virtue and knowledge. The budget is a factor to make the organization achieve its goal. The institutional environment is to support the management and work performance effectively. Furthermore, the participation in educational administration is a key factor to push the operation according to policy and plan. 2) The educational management model based on the Ministry of Education consisted of 4 aspects; Academic management, Budget management, Personnel, and General administration with stability and relevant to the 20-Year National Strategy and Thailand 4.0, by development and empowerment of potential, opportunity, equality of people, and enhancing people's quality of life with eco-friendly system, and educational system and management development. 3) The analysis of theoretical trends and educational management models into practice in 4 aspects; academic affairs, budget, personnel, and general management in practice is to strengthen the stability and reconciliation relevant to modern administration system with innovation and social network by using the educational administration in the digital age integrated with Buddhist principles to become a professional administrator in the present situation.
2

Boyd, William Lowe. "The Power of Paradigms: Reconceptualizing Educational Policy and Management." Educational Administration Quarterly 28, no. 4 (November 1992): 504–28. http://dx.doi.org/10.1177/0013161x92028004004.

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3

Moller-Wong, Cheryl, Mack C. Shelley, and Larry H. Ebbers. "POLICY GOALS FOR EDUCATIONAL ADMINISTRATION AND UNDERGRADUATE RETENTION:." Review of Policy Research 16, no. 3-4 (June 24, 2005): 243–77. http://dx.doi.org/10.1111/j.1541-1338.1999.tb00885.x.

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Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.

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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.
5

Ashu, Frederick, Richard Etongwe, and Christopher Fuaty. "CAMEROON PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS Supporting leadership, management and administration development." International Journal of Leadership and Governance 1, no. 2 (December 10, 2021): 32–65. http://dx.doi.org/10.47604/ijlg.1428.

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Purpose: Effective leadership is about executing the organisation's vision (or redefining and improving it, in some cases), setting direction and the culture for that particular organization, developing people, engaging communities, and creating conditions for successful teaching and learning. But what does that leadership management and administration look like? The recently updated Cameroon Professional Standards for Educational Leaders (CPSEL) identify what an educational leader must develop the ability to Influence Others, Transparent to an Extent., Encourage Risk-Taking and Innovation, Value Ethics and Integrity, Balance Hard Truths with Optimism and do their job effectively in order to demonstrate and sustain effective leadership in today global society. Methodology: There are a number of essential understandings about the Standards that merit attention, since the Standards are based only on literature review and policy analysis evidence. The reality is that the Standards were never designed to be constructed using only literature and policy analysis findings. To be sure, a large portion of the Standards rest on the best available documental analysis of literature and policy documents governing educational leadership and administration. At the same time, the creation of the Standards was predicated on the conclusion that other empirical materials need to be employed in the building process of educational leadership; management and administration standards supporting educational leader’s development in Cameroon. Findings: The CPSEL maintain the same basic footprint of the original standards, emphasizing: Development and Implementation of a Shared Vision and core values of sustainable leadership, Mission, vision and core values of sustainable leadership, Good Governance, Ethics and Professional knowledge and interpersonal skills, Equity and Cultural Responsiveness, Curriculum, Instruction and Assessment, Community Engagement, Recruitment and Selection, School Leaders, Teachers, Students and Community Development, Professional Learning Community for School Leaders and Teachers, Financial Management, Succession Planning, School Improvement for the Future. Elements and indicator examples for each of these standards are included to further define leadership. Unique contribution to theory, practice and policy (recommendation): The paper concludes with elements of all of the leadership standards are organised into inter-related categories with Professional Values and Personal Commitment at the heart of development. These standards emphasize equity, diversity, access, equal opportunity, and empowerment for students, educators, and all members of the educational community as they work together to ensure that all educational practitioners are ready for educational leadership career. CPSEL framework serves as a foundation for educational leader’s preparation, induction, professional learning, and evaluation.
6

Simpol, Wanida. "DEVELOPMENT OF POLICY RECOMMENDATION FOR EDUCATIONAL MANAGEMENT DURING COVID-19 PANDEMIC." Journal Universitas Muhammadiyah Gresik Engineering, Social Science, and Health International Conference (UMGESHIC) 1, no. 2 (December 21, 2021): 49. http://dx.doi.org/10.30587/umgeshic.v1i2.3368.

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The objectives of this research were to analyse the context and make a policy recommendation on educational management in the situation of the Coronavirus 2019 pandemic for schools under Loei Primary Educational Service Area Office 2 by using policy research methodology. The research was divided into 2 phases: Phase I, context analysis of educational management in the Coronavirus 2019 pandemic situations by group discussion, and phase II, policy recommendation making by connoisseurship. Data were analysed by content analysis method. The results showed that 1)There were 3 aspects of educational management problems in the situation of Coronavirus Disease 2019 pandemic as 1) educational management methods 2) learning management and 3) caring and helping students. 2) Educational management policy recommendation in Coronavirus 2019 pandemic situations of Loei Primary Educational Service Area Office 2 had 3 components: 1) the educational administration; 2) learning management and 3) caring and helping students, there were total 14 policy recommendations.
7

Sudrajat, Tatang. "The Combination of Normative Juridical Methods and Literature in Educational Administration Research." Proceedings of International Conference on Social Science, Political Science, and Humanities (ICoSPOLHUM) 3 (January 8, 2023): 00026. http://dx.doi.org/10.29103/icospolhum.v3i.160.

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Educational problems in the life of society and the nation, including educational administration, often require the use of research approaches and methods commonly used in other fields of science. The study of educational administration covers the area of study not only regarding administrative or management functions in education, but also other areas of study such as education policy, human resources, information systems and finance. Using the library method, it is known that research in education administration studies generally uses quantitative, qualitative, mixed quantitative-qualitative, and evaluative approaches/methods. Through a policy analysis approach, which originates from public policy studies, issues regarding education policy as part of education administration can focus on analyzing the substance of the policy in the form of state/government regulations that have been set by policy makers. Various educational policies that have been stipulated by the state/government, are areas of study for policy analysts so that they can be identified as belonging to the category of good policies or bad policies. Normative juridical methods commonly used in the study of law can be adapted as a methodological alternative in education administration research, which is combined with the library method.
8

Briscoe, Patricia, Nyasha Nyereyemhuka, and Pamela Osmond-Johnson. "Special Issue CJEAP 200: Pivotal Leadership During a Pandemic: Impacts on Educational Administration and Educational Policy in Canada." Special Issue - Pivotal Leadership During a Pandemic: Impacts on Educational Administration Policy in Canada, no. 200 (October 4, 2022): 2–6. http://dx.doi.org/10.7202/1092703ar.

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9

SOLMON, LEWIS C. "ECONOMIC PERSPECTIVES ON EDUCATIONAL POLICY: INTRODUCTION." Contemporary Economic Policy 4, no. 3 (July 1986): 50. http://dx.doi.org/10.1111/j.1465-7287.1986.tb00849.x.

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Vasiliev, V. P. "Sociology of public administration." Moscow State University Bulletin. Series 18. Sociology and Political Science 25, no. 4 (February 12, 2020): 279–87. http://dx.doi.org/10.24290/1029-3736-2019-25-4-279-287.

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The article presents the main results of the development of the Department of sociology of public administration, the conditions and conceptual foundations of research and the content of the educational process. The results of the implementation of problem tasks in the framework of the direction Social state: modernization of management and social policy are shown. The main achievements in the field of scientific research are structured. The novelty of published textbooks and teaching AIDS is shown. The characteristic of the main academic disciplines developed by the Department is given.
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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "330104 Educational Policy, Administration and Management":

1

Timperley, Helen. "The challenge for tomorrow's schools: learning to be responsive." Thesis, University of Auckland, 1994. http://hdl.handle.net/2292/2029.

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Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.
2

Haworth, Penelope. "Developing praxis for a few non-English speaking background students in the class : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University." Massey University, 2004. http://hdl.handle.net/10179/993.

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This thesis explores how teachers develop working theories and practices for small numbers of non-English speaking background (NESB) students in mainstream classes. The investigation included eight class teachers and four different school settings. A pilot phase was conducted in one school at the end of 2000. The major phase of the study was carried out in 2002. In each of the four terms that year, a different school became the context for the study and the focus was placed on a year 1-2 class teacher and a year 5-6 class teacher in that school. The study employed a qualitative ethnographic approach. Information was collected about each class teacher's experience, knowledge, confidence, teaching strategies, the degree of stress experienced when teaching NESB students in various class groupings, and the way in which individual and class needs were balanced. An initial intensive interview with each class teacher was followed by in-class observations. These observations were interspersed by two reflective discussions which took place in the middle and at the end of the school term. Discussions took a reflective problem-solving approach that made use of a write-down, think-aloud technique, and focused on critical learning and teaching episodes from the class. In addition, a reflective journal was kept, and semi-structured interviews were carried out with teachers responsible for the English for Speakers of Other Languages programme in the school. The results of the inquiry led to the development of a theoretical model which illustrated how the evolution of teachers' praxis was influenced by dynamic interactions within and across three contextual layers: the educational community, the classroom, and the reflective practitioner. Each teacher's professional knowledge was informed by a unique background of experience and the nature of the collaboration that occurred with colleagues and parents. In turn, these factors impacted on the formation of pedagogic beliefs, perceived efficacy, and the evolution, selection and implementation of particular teaching roles and strategies. The study culminated with a number of recommendations being made for the enhancement of professional development initiatives, as well as for school and educational policies. In particular, these recommendations highlight the need for taking a broad ecological approach to addressing the professional needs of class teachers working with small numbers of NESB students.
3

Hawk, Kay. "School decline : predictors, process and intervention : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education at Massey University, Auckland, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/1176.

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The ramifications of school decline are profoundly serious for the students, staff and community of a school. School decline is the steady downwards spiral that some schools experience when a complex set of influences interact with negative and unresolved outcomes. This study explored the largely unresearched area of school decline and developed a set of potential predictors of decline that could assist in understanding, preventing or dealing effectively with school decline in the future. Grounded theory, selected as a methodology appropriate for exploratory research, was used to guide the process of data collection and theory development. Three schools, labeled by agencies and the media as being in serious decline or “failing”, were selected for the study. Adults who were in significant roles in the schools during the decline periods were interviewed about their experiences. As part of the data analysis and interpretation a set of propositions was drafted and was sent to these interviewees and to fourteen educational advisors who work with schools at risk and in decline. The advisors’ feedback on the propositions, analysis of school related documents, Education Review Office reports and Ministry of Education file documents provided rich additional data. The factors associated with the lead up to school decline, and the process of decline, are multilayered, contextual and complex. Each study school’s experience of decline involved a unique combination and order of occurrence of common factors and influences. Many of the issues that predispose schools towards decline are associated with, and are exacerbated by, unethical or unprofessional attitudes or behaviour by individuals, and unprofessional practices within the schools and between neighbouring schools. Once decline begins it escalates and is difficult to stop. This thesis contributes towards the development of a theory of school decline by identifying potential predictors of school decline and by describing how decline begins and escalates. It also identifies factors that are associated with interventions being insufficient or ineffective. The theory of school decline provides insights for school leaders and educational agencies that may assist in the prediction and prevention of school decline in the future.
4

McLeod, Jen. "Better relationships for better learning : schools addressing Maori achievement through partnership : research thesis submitted as partial fulfillment of a Masters degree in Education at Te Uru Maraurau, Massey University College of Education, Palmerston North." Massey University, 2002. http://hdl.handle.net/10179/991.

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This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as agents of the state, are neutral bodies but in large part reflect the influence of the majority over the provision of education for Maori. The claim for school/Maori partnerships made in the policy Better Relationships for Better Learning ignores the founding partnership envisaged through the Treaty of Waitangi. Maori participation as partners in negotiating the terms of the relationship with the school is ignored. This thesis examines the function of those relationships in terms of ‘Better Learning’, investigating the developments and practices in schools for Maori children’s learning.
5

Mohd, Zahari M. S. "A study of factors moderating Malaysian hospitality students selection of tertiary education institutions, programme and subsequent career intentions." Lincoln University, 2004. http://hdl.handle.net/10182/1577.

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This study explores the moderating variables that influence a student's decisions to enter into a hospitality management programme and subsequently pursue a career in the hospitality industry. It also examines how these factors are implicated in or modify a student's career commitment over time. The sample includes students enrolling in various three year (6 semester) diploma and undergraduate programme offered by Malaysian hospitality institutions of higher learning over the academic years of 2002- 2003. This includes four public or government funded institutions with several branch campuses, and six private institutions. Predominantly the data for this study based are on self completion questionnaires with some additional insight particularly about respondents' direction of industry employment provided by means of qualitative responses. The initial comparisons are made between students in the public and private institutions and these are followed by an extensive series of analyses examining the differences and similarities of respondents' rating in the two rounds of data collection with reference to a range of independent variables. Also reported are how these ratings change over time. Significant differences were found in terms of parental socio-economic background between students who enrolled in the private and those in the public hospitality institutions. Nevertheless, for the key issues as to whether parental backgrounds lead to differences in respondents' attitudes and values about a career in hospitality this was not seen as an influencing determinant for both institutions. Further, the independent variables of gender, ethnicity, religion and geographical upbringing, secondary school background and prior experience do not clearly show causation of how students reports their views about the dimensions investigated in this study. In fact, students' levels of intention and commitment towards career are apparently not directly related to these independent variables. However, despite no clear pre-tertiary education indicators of likely disaffection being identified, a very clear picture emerged in this study that there is a declining sentiment among Malaysian hospitality students towards employment in the hospitality industry and reduced intention to pursue such a career. These weakened employment intentions are formed during the educational programme and are probably at least partially a result of the maturation process with varying consequences and implications for the students, hospitality institutions, industry and the government.
6

Kao, Tzu-Hui. "University student satisfaction: an empirical analysis." Lincoln University, 2007. http://hdl.handle.net/10182/1833.

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New Zealand's tertiary education sector has experienced political reform, social changes, economic changes and globalisation in the last two decades, and the sector has become more internationally competitive. DeShields, Kara, and Kaynak (2005) recommended that management of higher education should apply a market-oriented approach to sustain a competitive advantage. Therefore, understanding and managing students' satisfaction and their perceptions of service quality is important for university management if they are to design and implement a market-oriented approach. The purpose of this research is to gain an empirical understanding of students' overall satisfaction in a university in New Zealand's higher education sector. A hierarchal model is used as a framework for the analysis. Fifteen hypotheses are formulated and tested to identify the dimensions of service quality as perceived by university students, to examine the relationship between students' overall satisfaction with influential factors such as tuition fees (price) and the university's image, and to determine the impact of students' overall satisfaction on favourable future behavioural intentions. In addition, students' perceptions of these constructs are compared using demographic factors such as gender, age, and ethnicity. The findings of the study are based on the analysis of a sample of 223 students studying at Lincoln University. Support is found for the use of a hierarchical model and the primary dimensions; Interaction Quality, Physical Environment Quality, and Outcome Quality, as broad dimensions of service quality. Ten sub-dimensions of service quality, as perceived by students, are identified. These are: Academic Staff, Administration Staff, Academic Staff Availability, Course Content, Library, Physically Appealing, Social Factors, Personal Development, Academic Development, and Career Opportunities. The results indicate that each of the primary dimensions vary in terms of their importance to overall perceived service quality, as do the sub-dimensions to the primary dimensions. In addition, the statistical results support a relationship between service quality and price; service quality, image, and satisfaction; and satisfaction and favourable future behavioural intentions. However, there is no statistical support for a relationship between price and satisfaction. The results also suggest that students' perceptions of the constructs are primarily influenced by their ethnicity and year of study. The results of the analysis contribute to the service marketing theory by providing an empirically based insight into the satisfaction and service quality constructs in the New Zealand higher education sector. The study also provides an analytical framework for understanding the effects of the three primary dimensions on service quality and the effects of service quality on constructs including price, image, satisfaction, and favourable future behavioural intentions. This study will assist management of higher education to develop and implement a market-oriented service strategy in order to achieve a high quality of service, enhance students' level of satisfaction and create favourable future behavioural intentions.
7

Ibach, Kimberly L. "Twenty-one leadership responsibilities and quality management in the context of educational Baldrige systems." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3614471.

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This body of work presents the summary of findings; explanation of implications; discussion of conclusions; and recommendations about practice, policy and future research regarding principal leadership in school districts recognized as national Baldrige Award winners. This study widened the scope and definition of quality management in education by dissecting the roles of principal leadership as defined by the 21 Leadership Responsibilities (Marzano et al., 2005) of school leadership. These Leadership Responsibilities served as a vehicle for educators to report their observances of how principals express their roles in the context of their work. The study began with a dominant phase of quantitative data collection followed by a qualitative phase. The quantitative segment purposively sampled groups of employees, principals and their building staff, concurrently through electronic survey. The second, qualitative portion, consisted of interviews of principals who participated in the survey. To summarize, the quantitative data defined the "what" of building administration's work in a Baldrige system and the qualitative portion illuminated the "how" or the application of the 21 Leadership Responsibilities. Statistical analysis determined that principals reported expressing all 21 Leadership Responsibilities in their work. Staff observances correlated and supported the data reported by the participating principals. As a result of the principal interviews further observations were made regarding the work of Baldrige building level leaders. Considerations included innovation through shared leadership and process management to improve learning and services for students and staff. Principals appeared to express particular clusters of Leadership Responsibilities more than others to increase the student growth and school improvement. Participants included principals and teachers from Iredell-Statesville Schools, NC; Jenks Public Schools, OK; and Montgomery Public Schools.

8

Harriel, Holly Elizabeth. "Urban universities and colleges as anchor institutions| An examination of institutional management practices." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721038.

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In the last twenty years, anchor institutions such as universities and academic medical centers have been addressing societal problems in building a more democratic, just, and equitable society (Taylor, 2013). Anchor institutions are those nonprofit or corporate entities that, by reason of mission, invested capital, or relationships to customers or employees, are geographically tied to a certain location (Porter, 2002; Taylor, 2013).

This study sought to understand what organizational capacity is needed by urban universities in order to undertake large-scale neighborhood revitalization efforts. This study used qualitative research methods to examine the University of Chicago’s Washington Park Incubator project, established in 2011, and Johns Hopkins University’s East Baltimore Development Initiative, established in 2001. Through 22 interviews with executive and senior university officials, leaders of community-based organizations and neighborhood residents, this study sought to answer two research questions: What strategies do anchor institutions use to seed, support and sustain their anchor initiatives? What are the barriers or complexities to forming sustainable agreements and cohesion around partnership collaboration?

This study found that IHE anchors use three critical strategies to sustain their work: the role and actions of a university’s president, the role of the board of trustees, and the use of community boundary spanners as leaders of partnerships. A major barrier to sustainability and a primary challenge to achieving cohesive partnership agreements with partners is historical mistrust. The findings were situated within a university real estate investment model (Austrian & Norton, 2005), an engaged institutions leadership model (Sandmann & Plater, 2009), and a framework for community boundary spanners (Weerts & Sandmann, 2010) to explain how these models impact the sustainability of IHE anchor initiatives.

Conclusions drawn from this study will equip urban college and university executive and senior leaders and operational administrators as well as community leaders with insight into how to sustain anchor institution partnerships.

9

Benoit, Charles. "Educational management and administration in St. Lucia : policy, practice and challenges for small education systems." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10007311/.

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The administration of education in St. Lucia has recently come under increasing scrutiny and criticism in the attempt to improve the quality of education as increasing demand for secondary education, and selection, which pervades the education system have increased pressures for improved student performance. Policymakers and practitioners believe that improved management of the education system is the key to improving performance. Consequently, there has been a raft of policies aimed at improving the management of the education system. The central argument of this dissertation is that poor policy analysis, inappropriate strategies such as decentralisation, outdated management practices and inappropriate training of educational administrators, combined with the impact of scale, isolation and dependence, adversely affect the ability to meet the challenges of effective and efficient management of the education system. It charts the development of education from PreEmancipation to contemporary times. It critically examines the factors that influence educational policy and practice and examines contemporary educational policies to assess their ability to meet the challenges of a modem education system The study is based in part, on original fieldwork data collected in St. Lucia. The approach is essentially narrative, and uses both qualitative and quantitative data, gathered from a questionnaire survey and interviews with senior education officials. The findings confirm that the operation of policy and practice is problematic, and unlikely to achieve improvements in the performance of the education system without major reforms. The analysis contributes to improved understanding of the complexities of educational administration in a small state, and shows the need for significant changes in the organisation of the education system and in policy analysis, especially policy implementation. An organisational and policy framework is proposed, to respond to the challenges of educational management and administration in St. Lucia.
10

Bergman, Ellen Feldman. "Homebound instruction policy in public school districts in New York : implications for educational administration /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11789979.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 117-125).
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Books on the topic "330104 Educational Policy, Administration and Management":

1

Guthrie, James W. Educational administration and policy: Effective leadership for American education. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Guthrie, James W. Educational administration and policy: Effective leadership for American education. 2nd ed. Boston: Allyn and Bacon, 1991.

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Jill, Blackmore, and Kenway Jane, eds. Gender matters in educational administration and policy: A feminist introduction. London: Falmer Press, 1993.

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Schultz, Thomas. Early childhood reform in seven communities: Front-line practice, agency management, and public policy. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, 1996.

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Anthony, Jones Bruce, and Borman Kathryn M, eds. Investing in U.S. schools: Directions for educational policy. Norwood, N.J: Ablex Pub. Corp., 1994.

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Grace, Gerald Rupert. School leadership: Beyond education management : an essay in policy scholarship. London: Falmer Press, 1995.

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Thrupp, Martin. Educational management in managerialist times: Beyond the textual apologists. Maidenhead: Open University Press, 2003.

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Bottery, Mike. Education, policy and ethics. London: Continuum, 2000.

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Fish, John. Managing special education: Codes, charters, and competition. Buckingham: Open University Press, 1995.

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S, Macpherson R. J., and Martin Yvonne Marjorie, eds. Restructuring administrative policy in public schooling: Canadian and international case studies. Calgary, Alta., Canada: Detselig Enterprises, 1993.

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Book chapters on the topic "330104 Educational Policy, Administration and Management":

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Cărăuşan, Mihaela V. "The Integration of Experiential Learning in Higher Education Institutions—An Assessment of the Romanian Universities." In European Higher Education Area: Challenges for a New Decade, 283–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_19.

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Abstract This paper presents how Romanian educational strategies are aligned with the policy statements of international organisations for future generations. The research hypothesis is that Romanian higher education institutions (HEI) are not ready to fulfil the needs of future generations. The paper reviews the educational competences of fourteen faculties of public administration and management from nine universities (state and private). The analysis is based on Kolb’s experiential learning cycle elements, and we identified whether educational competences referred directly to them or not. Our findings concentrate on the lack of recognition of experiential learning methods and the gap between the labour market requirements and the educational competences acquired in Romanian HEI. The methodology used to respond to the research questions mixes qualitative (strategies and literature review, structured interviews) and quantitative approaches (assessment of the curricula and information presented in the admission process by Faculties of Public Administration and Management).
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Brzozowski, Maciej, and Ilan Ferster. "Educational Management Leadership." In Advances in Public Policy and Administration, 55–74. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0731-4.ch003.

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This chapter examines new directions in educational management leadership theory and practice. Relevant literature is synthesized to provide a holistic picture of current knowledge of the topic, highlighting meanings, principles, prerequisites, process and consequences. The major aim of the research is to investigate the interrelation between nigh school principal's management style and parental involvement in school management in Israel. The chapter illustrates recent educational reforms in Israel as the context for introducing a specific style of managing school organizations and staff in a goal-oriented forward-thinking manner. Educational leadership moves the principal beyond upholding the status quo and towards setting an individual vision towards which to lead the school organization. Properly applied, it should help school principals forge a vision of educational success that can anticipate and adapt to the demands of the overall state requirements as well as the localized needs of school staff, the local community, the students, and their parents.
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Komariah, A., D. A. Kurniady, A. Sudarsyah, and C. Sunaengsih. "Management capacity strategy in primary education policy implementation in rural areas." In Educational Administration Innovation for Sustainable Development, 171–74. CRC Press, 2018. http://dx.doi.org/10.1201/9780203701607-24.

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Goodman, Joyce. "Women governors and the management of working-class schools, 1800–1861." In Women, Educational Policy-Making and Administration in England, 17–36. Routledge, 2002. http://dx.doi.org/10.4324/9780203456620-2.

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Bishop, Jonathan. "The Need for Separating University Management and Administration from Service Delivery." In Advances in Educational Marketing, Administration, and Leadership, 365–82. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9850-5.ch014.

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This chapter looks at how suitable the current equality policies of Wales's universities are to compete in the current economic climate and the changes needed to deliver best value to people with disabilities and all other taxpayers. The chapter makes the finding that universities are too bloated, by carrying out functions, which in Wales could be better handled by the public sector that is under direct control of the Welsh Government's education minister. This would involve learning from how the telecoms and energy companies work UK wide, so that HEFCfW becomes an infrastructure provider, Estyn would become responsible for ensuring the equality of access to higher education and ensuring the standards of university education. Universities would thus consist mainly of teaching and research staff, optimising how they use the infrastructure to attract the most students to their degrees, which are homogenised. The chapter makes clear, however, that whilst this policy would likely work in Wales, it would be unlikely to in England, perhaps allowing “clear red water” between governments.
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Mawela, Ailwei Solomon. "School Management Teams' Strategies to Enhance Curriculum Delivery in the Era of the COVID-19 Pandemic." In Advances in Educational Marketing, Administration, and Leadership, 145–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch010.

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The uncertainty of how the curriculum is supposed to be delivered in schools during COVID-19, which is different from traditional practices, was a global challenge. This chapter seeks to explore school management teams' strategies to enhance curriculum delivery in the era of the COVID-19 pandemic. In this qualitative chapter, transformative learning and quality management theories, purposive sampling techniques, and the interpretive paradigm were employed. In addition, data collected from semi-structured interviews were thematically analyzed and discussed to give conclusions and recommendations. This study found that despite the existing policies such as the Curriculum and Assessment Policy System (CAPS) and the National Policy for Assessment (NPA) on planning and implementing curriculum delivery in schools, school management teams (SMTs) found it difficult to execute their duties as a result of the COVID-19 pandemic. Therefore, the study suggests annual in-service training for departmental heads (Dh) and deputy principals (Dp) on planning and implementing curriculum in schools.
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Kasemsap, Kijpokin. "Investigating the Roles of Neuroscience and Knowledge Management in Higher Education." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, 112–40. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch006.

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This chapter explains the current trends in higher education, the overview of neuroscience, the multifaceted applications of neuroscience, the overview of knowledge management (KM), the perspectives of KM, the significance of neuroscience in higher education, and the significance of KM in higher education. Neuroscience is a multidisciplinary science that is concerned with the study of the structure and function of the nervous system. KM is the practice of organizing, storing, and sharing vital information, so that individuals can benefit from its use. The achievement of neuroscience and KM is required in higher education institutions (HEIs) in order to serve school administrators and students, increase educational performance, sustain competitiveness, and fulfill expected accomplishment in higher education. The chapter argues that encouraging neuroscience and KM has the potential to improve educational performance and reach educational goals in higher education.
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Musundire, Austin, and Rudzani Israel Lumadi. "The Impact of Knowledge and Attitude of SGB Members Toward Adoption of Social Justice and Democracy." In Advances in Educational Marketing, Administration, and Leadership, 289–310. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch016.

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The purpose of this literature study was to investigate the impact of the knowledge and attitude of School Governing Board (SGB) members towards adoption of social justice and democratic practices for quality education in South African public schools with special reference to the language policy. Findings indicated that that bias is still a challenge in the institutions of learning in South Africa in terms of the implementation of the language policy by the members of the SGB. It was also found that increasing the level knowledge of the members; SGB members regarding social justice and democratic principles and practices with special reference to the South African language policy will change their attitude and behavior geared towards improved implementation of the same policy. It is also concluded that effective implementation of change management models can also coordinate the link between knowledge development, change of attitude and behavior towards effective implementation strategies of the language policy.
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Yahya, Urooj, Rahila Huma Anwar, and Sajida Zaki. "Policies, Practices, and Perspectives Related to Online Education Amid the COVID-19 Pandemic." In Advances in Educational Marketing, Administration, and Leadership, 116–37. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3600-4.ch006.

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The education sector in Pakistan has been the adversely hit because of the COVID-19 pandemic. The ensuing situation brought with it numerous challenges for academia, teachers, and students coupled with unique opportunities for stakeholders involved in the teaching-learning process. This chapter captures the impact of COVID-19 on higher education in Pakistan with special reference to the policy framework for online education at HEIs provided by the federal regulatory body (i.e., higher education commission) and its implementation at a large-scale, public, professional university in Karachi as a case. Using the case-based method, empirical evidence about the policy adoption, pedagogical design, and implementation with monitoring and evaluation are presented along with all three main stakeholders' (management, teachers, and learners) perspectives and experiences.
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Netshakhuma, Nkholedzeni Sidney. "Impact of COVID-19 on South African Higher Education." In Advances in Educational Marketing, Administration, and Leadership, 261–81. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3600-4.ch011.

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This chapter assessed the higher education functions policy development, inequalities, financial management, sport coding, funding, graduation and examination, library and information management, teaching and learning, research, engagement and partnership, internationalization, health and welfare, and infrastructure. The literature review and document analysis were used to review the literature. The study found that the Department of higher Education and Training was not fully prepared for the pandemic. Hence, the pandemic had positive and negative impacts on the South African higher education. This study was limited to South African universities. Further studies can be extended to other universities.

Conference papers on the topic "330104 Educational Policy, Administration and Management":

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Nurkolis, Nurkolis. "Teacher Deployment Policy Towards the Effective School Management." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.90.

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Mirfani, Aceng Muhtaram. "The Alternative Model of Controlling Change in Educational Policy Implementation." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.17.

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Sa'adah, Miftahus, and Siti Nur Hidayah. "ICT and Knowledge Management for Organizational Competitiveness Understanding Policy and Practices." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.38.

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Anggorowati, Rita, Aan Komariah, and Eka Prihatin. "The Use of Trade-Off Analysis in Analyzing the Implementation of New Students Admissions Selection Policy in Bandung State Middle School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.18.

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Irwan, Irwan, and Mahmud Mahmud. "Strategic Management System as The Internationalization Policy of Indonesian Islamic Higher Education." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.26.

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Sholikhah, Ebni, Sarah Indah Safitri, and Arif Rohman. "Policy Strategies for Reducing Drop Out Rate in Senior High Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.017.

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Yusup, Moch, Cut Zahri Harun, and Sakdiah Ibrahim. "Analysis of Student Expertise Examination Policy Based on Computer Based Assessment at the Center of Educational and Training Cruise Malahayati Aceh Indonesia." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.16.

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Mayya, Mayya, and Udin S. Sa'ud. "Key Factors on Implementing Inclusion Policy in Schools." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.25.

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Wijayanti, Wiwik, and Udik Budi Wibowo. "The Implementation of the ‘One Early Childhood Education Unit for One Village’ Policy in Ngablak, Magelang District." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.052.

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Nababan, Holong Saor, Suryadi, and Ivan Hanafi. "Evaluation of Policy Implementation of Basic Education Minimum Service Standards in Bekasi Municipality, Indonesia." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.15.

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