9780897896245 - Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives de Glanz, Jeffrey (25 resultados)

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Condición: Used. pp. 312 Index.

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Condición: Used. pp. 312 9:B&W 6 x 9 in or 229 x 152 mm Case Laminate on Creme w/Gloss Lam.

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Condición: Used. pp. 312.

Condición: New. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice? This volume suggests that educators' adherence to particular views of curriculum and supervision is influential in guiding their beliefs and subsequent actions. Num Pages: 312 pages, 1, black & white illustrations. BIC Classification: JNKC; JNL. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 20. Weight in Grams: 628. . 2000. Illustrated. hardcover. . . . .

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Condición: New. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice? This volume suggests that educators' adherence to particular views of curriculum and supervision is influential in guiding their beliefs and subsequent actions. Num Pages: 312 pages, 1, black & white illustrations. BIC Classification: JNKC; JNL. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 20. Weight in Grams: 628. . 2000. Illustrated. hardcover. . . . . Books ship from the US and Ireland.

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HRD. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Hardcover. Condición: new. Hardcover. Paradigm debates in the educational research community are a frequent if not common occurrence. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice? In this volume, it is suggested that educators' adherence to particular views of curriculum and supervision is influential in guiding their beliefs and subsequent actions. For example, a widely accepted belief is that if an individual adopts a mechanistic view of the curriculum, then s/he is likely to deliver a curriculum grounded in pre-established objectives and evaluate student achievement in relationship to formulated objectives. Postmodernists contend that such educators are bound by rigid bifurcation and a constrictive linear logic. In supervision, educational leaders who favor leadership styles comprised by autocratic behaviors, tend to create school climates that favor a top-down approach to human relationships. Autocratic leaders rely on hierarchical organizational structures and styles that seek to instill compliance and subordinance. Yet prospective administrators who want concrete proposals put in practice find modern perspectives of supervision helpful. In contrast, postmodern supervisors allege that such leaders disallow the emergence of relevant and authentic relationships that might occur when conventional hierarchical structures are diminished and open lines of communication between teachers, students, administrators become normative.The chapters in this book present an in-depth analysis of how an individual's predisposition towards modern and postmodern views of curriculum and supervision are likely to influence: (1) curriculum development, (2) teaching styles, (3) leadership styles, (4) teacher and student evaluation, and (5) the missions intrinsic to the creation of professional preparation programs that serve to promulgate existing practice or create a new order of teachers and administrator. Explores how conceptions of curriculum and supervision exert an impact upon school practice. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Hardcover. Condición: new. Hardcover. Paradigm debates in the educational research community are a frequent if not common occurrence. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice? In this volume, it is suggested that educators' adherence to particular views of curriculum and supervision is influential in guiding their beliefs and subsequent actions. For example, a widely accepted belief is that if an individual adopts a mechanistic view of the curriculum, then s/he is likely to deliver a curriculum grounded in pre-established objectives and evaluate student achievement in relationship to formulated objectives. Postmodernists contend that such educators are bound by rigid bifurcation and a constrictive linear logic. In supervision, educational leaders who favor leadership styles comprised by autocratic behaviors, tend to create school climates that favor a top-down approach to human relationships. Autocratic leaders rely on hierarchical organizational structures and styles that seek to instill compliance and subordinance. Yet prospective administrators who want concrete proposals put in practice find modern perspectives of supervision helpful. In contrast, postmodern supervisors allege that such leaders disallow the emergence of relevant and authentic relationships that might occur when conventional hierarchical structures are diminished and open lines of communication between teachers, students, administrators become normative.The chapters in this book present an in-depth analysis of how an individual's predisposition towards modern and postmodern views of curriculum and supervision are likely to influence: (1) curriculum development, (2) teaching styles, (3) leadership styles, (4) teacher and student evaluation, and (5) the missions intrinsic to the creation of professional preparation programs that serve to promulgate existing practice or create a new order of teachers and administrator. Explores how conceptions of curriculum and supervision exert an impact upon school practice. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators understanding and practice? This volume suggests that educators adherence to particular views of curriculum and supervision is influential in guiding .

Buch. Condición: Neu. Paradigm Debates in Curriculum and Supervision | Modern and Postmodern Perspectives | Jeffrey Glanz | Buch | Gebunden | Englisch | 2000 | Praeger | EAN 9780897896245 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Paradigm debates in the educational research community are a frequent if not common occurrence. How do paradigm debates in other educational fields, such as curriculum and supervision, shape educators' understanding and practice In this volume, it is suggested that educators' adherence to particular views of curriculum and supervision is influential in guiding their beliefs and subsequent actions. For example, a widely accepted belief is that if an individual adopts a mechanistic view of the curriculum, then s/he is likely to deliver a curriculum grounded in pre-established objectives and evaluate student achievement in relationship to formulated objectives. Postmodernists contend that such educators are bound by rigid bifurcation and a constrictive linear logic. In supervision, educational leaders who favor leadership styles comprised by autocratic behaviors, tend to create school climates that favor a top-down approach to human relationships. Autocratic leaders rely on hierarchical organizational structures and styles that seek to instill compliance and subordinance. Yet prospective administrators who want concrete proposals put in practice find modern perspectives of supervision helpful. In contrast, postmodern supervisors allege that such leaders disallow the emergence of relevant and authentic relationships that might occur when conventional hierarchical structures are diminished and open lines of communication between teachers, students, administrators become normative.The chapters in this book present an in-depth analysis of how an individual's predisposition towards modern and postmodern views of curriculum and supervision are likely to influence: (1) curriculum development, (2) teaching styles, (3) leadership styles, (4) teacher and student evaluation, and (5) the missions intrinsic to the creation of professional preparation programs that serve to promulgate existing practice or create a new order of teachers and administrator.