School Personnel Administration and Instructional Supervision
Generally, preparation programs remain segmented in topical categories such asfinance, leadership, law, curriculum, and yes, personnel. Life does not proceed thatway, nor does the day-to-day job of a school administrator. Administrators seldom have the luxury of segmenting their day and spending one...
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Connexions,
2022.
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| Online Access: | Get Fulltext |
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| LEADER | 01463 am a22001693u 4500 | ||
|---|---|---|---|
| 001 | oer_unej_471 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a CREIGHTON, Theodore |e author |
| 245 | 0 | 0 | |a School Personnel Administration and Instructional Supervision |
| 260 | |b Connexions, |c 2022. | ||
| 500 | |a http://oer.library.unej.ac.id//index.php?p=show_detail&id=471 | ||
| 500 | |a 370 | ||
| 520 | |a Generally, preparation programs remain segmented in topical categories such asfinance, leadership, law, curriculum, and yes, personnel. Life does not proceed thatway, nor does the day-to-day job of a school administrator. Administrators seldom have the luxury of segmenting their day and spending one hour strictly on legal issues and then the next on student issues, curriculum, or personnel concerns. All thesetopics are intertwined in the fast-paced administrative problem-solving and decisionmaking processes of the day. For university programs to relate more closely to actual administrative practice there should be an integration of topics across the curriculum and the incorporation of actual field experience assignments throughout the program, as opposed to only the use of case studies in the classroom setting, or when a student is assigned to an internship in a local school or district upon completion of required program coursework (Beyer, 2009). | ||
| 546 | |a en | ||
| 690 | |a 370 | ||
| 655 | 7 | |a Text |2 local | |
| 856 | 4 | 1 | |u http://oer.library.unej.ac.id//index.php?p=show_detail&id=471 |z Get Fulltext |