what is contempoary theories in educational administration and their application?
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Unfortunately for the student and the faculty, it is layers upon layers of administrators that do not have a rational reason for being on the payroll.\n There should be only two kinds of employes in schools \n1. faculty to teach the students \n2. Those needed to directly help students find instructional materials, enrollment officiers, financial aide and  Those needed to directly support the faculty ordering instructional materials, clean up crews, payroll etc...
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How do define education?\nWhat is your philosophy of student advising?\nGive examples of your teaching style.
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Change management under the Organizational Development tradition, considers organisations to be social systems and is therefore concerned with the humanistic element in conjunction with the mechanics of the organisation. The aim is to improve the effectiveness and well-being of an organisation by facilitating a process of development so that eventually the organisation is able to solve its own problems and adapt as necessary.\n\nThe current change literature is separated into two schools of thought. On one hand, it can be “recipe driven”, using prescriptive guidelines for practice but with little theoretical underpinning. On the other hand it can very vague, with no clear focus on principles or application. Therefore, in order to implement effective change, the scientist-practitioner must be able to adapt and apply principles relevant to the current situation. \n\nThe models that we have reviewed for inclusion in our “theory in use” have been selected for their relevance, adaptability and incorporation of organization members. They are; Lewin’s Planned Change Model; The Action Research Model; The Positive Model (Appreciative Enquiry) and a brief summary of each is given below.\nLewin’s Change Model:\n) Unfreezing: \nReducing those forces maintaining the organization’s behavior at its present level\nCreating motivation and readiness to change through\ndisconfirmation or lack of confirmation,\ncreation of guilt or anxiety, and\nprovision of psychological safety\n2) Movement\nShifts the organization’s behaviors to a new level\n Changing through cognitive restructuring: Helping the client to see things, judge things, feel things, and react to things differently based on a new point of view\n3) Refreezing: Stabilizes the organization at a new state of equilibrium\n\nForce Field Analysis\nAction Research Model\nPositive Model\n\n\ni hope this is helpful
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The premises of a Montessori approach to teaching and learning include the following:\n\n    * A view of children as competent beings capable of self-directed learning.\n    * That children learn in a distinctly different way from adults.\n    * The ultimate importance of observation of the child interacting with his environment as the basis for ongoing curriculum development. Presentation of subsequent exercises for skill development and information accumulation are based on the teacher's observation that the child has mastered the current exercise(s).\n    * Delineation of sensitive periods of development, during which a child's mind is particularly open to learning specific skills or knowledge, including language development, sensorial experimentation and refinement, and various levels of social interaction.\n    * A belief in the "absorbent mind", that children from birth to around age 6 possess limitless motivation to achieve competence within their environment and to perfect skills and understandings. This phenomenon is characterized by the young child's capacity for repetition of activities within sensitive period categories, such as exhaustive babbling as language practice leading to language competence.\n    * That children are masters of their environment, which has been specifically prepared for them to be academic, comfortable, and allow a maximum amount of independence.\n    * That children learn through discovery, so didactic materials that are self-correcting are used as much as possible.\n    * Independent problem solving is encouraged.
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Idealism is when a certain goal/aim  is set and this is attempted to be achieved.   In a classroom setting, the idea that the teacher is the ceder of learning is beyond question , and that everything should revolve around him.   Activities are based on a clear cut goal without deviation, giving very little  chances of  being creative; that everything should be based on a 'sound" moral principle.  On the other hand, pragmatism means that the center of learning is the student and the teacher is only a facilitator.  The student solves the "problem" and adjusts to the environment and according to his needs and the society in which he  exists in.
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Try this website, maybe it can answers some of your questions:\nhttp://en.wikipedia.org/wiki/Special:Search?search=interpretive+theory
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As a famous quote says "A teachers influence of a kid is eternal.  No one knows where it ends or whether it ends or not"\n\n\nhttp://www.futureaccountant.com/\nhttp://www.schoolingkids.com/
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Each of the pairs of principles you have mentioned can be thought of as a continuum with a principle at each end of a scale. Administrative practice consists of finding a balance point for the opposing demands of the principles that makes sense for the population for which the school is being administered. For example, most parents want a school for their children to be just. Some parents however, and the kids themselves, want the school to be democratic. Accommodating the conflicting perspectives and maintaining an atmosphere that promotes good learning and teaching is the challenge of administrative practice.
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The internet:\nhttp://www.valuebasedmanagement.net/methods_contingency_theory.html
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independance, creativity and open-mindedness
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this is all i have been able to find - so far - Craig, Robert P. comp. Issues in philosophy and education, edited by Robert P. Craig. New York, MSS Information Corp. 128 p. 23 cm. $3.75 1973 ISBN: 0842203729 CONTENTS: Includes bibliographical references. Rogers, C. R. and Skinner, B. F. Some issues concerning the control of human behavior.--Broudy, H. S. Didactics, heuristics, and philetics.--Craig, R. An analysis of the psychology of moral development of Lawrence Kohlberg.— Scudder, J. R., Jr. Freedom with authority: a Buber model for teaching.--Hook, S. Some educational attitudes and poses.--Strike, K. A. Freedom, autonomy, and teaching.-- Elkind, D. Piaget and Montessori.--Raywid, M. A. Irrationalism and the new reformism.--Doll, W. E., Jr. A methodology of experience: the process of inquiry.--Neff, F. C. Competency-based teaching and trained fleas.--Brown, A. "What could be bad?" Some reflections on the accountability movement.\n\nIssues in Philosophy and Education\n\n \nAuthors Robert P. Craig (editor) \nPublisher Irvington Pub \nPublication date June 1, 1973 \nBinding Paperback \nBook category Adult Non-Fiction \nISBN 0842203729 \n\n Subjects\n  Education; Philosophy.\n\nhttp://www.amazon.ca/exec/obidos/ASIN/0842203729/isbnnu-20/701-0108103-3205151
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Every teacher designs his/her instruction based on a teaching philosophy.  For example, a teacher who believes in teacher-centered instruction, would give the traditional lectures and homework.  A student-centered approach would require students to learn from each other, engaging in group activities or discussions.  There is a big difference in the way teachers design their classes when you consider their teaching philosophy.  Also, teachers may see the role of education differently.  A teacher who sees education as preparation for college will offer different instruction than one who sees education as preparation for 'the real world'.  Superintendents and principals want to know if the teachers' motives and practices suit the school in which they plan to teach.  This is very important.
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Concerning ADHD:\nThe conflicts concerning the "right" way to treat ADHD, and their partial resolution in the accepting attitude evinced by the "Individual Basis" or phenomenological approach, finds a profound resonance in the image of the human being developed by Rudolf Steiner (1861 - 1925), the philosopher and social thinker who laid the foundations for Waldorf education. Drawing on ancient traditions, esoteric teachings, and his own clairvoyant faculties, Steiner described the human being as an entity possessing four "bodies," each of which manifests itself in a unique manner. These "bodies" should ideally function in harmony with one another, resulting in well-integrated and balanced human beings. In real life, however, they are often vying for dominance, overstepping their apportioned boundaries, and their conflicts may go so far as to appear as mental imbalance and physical illness. Except for the "physical body," the other "higher members" of the human entelechy are invisible to ordinary sight. This does not mean that those of us who are not clairvoyant must accept them on faith, or scoff at the pretensions of those who claim to perceive "invisible bodies." Steiner was helpful in delineating the effects through which these bodies make themselves known in the sensory world, the ripples and echoes through which even ordinary perceptive faculties can be made aware of their presence and activities.
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Liberal meaning?  Huh?\n\nThere is no "political" meaning to those terms in education.\n\nWhat are you asking for?\n\nAutonomy is a huge "hidden" curriculum goal in education... we want kids to learn how to make decisions and be motivated to learn independently.\n\nRationality is another "hidden" curriculum goal in education... being able to think using the reality perceived by the senses and logical sequential reasoning.
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Throughout the 200-year history of public schooling, a widely scattered group of critics have pointed out that the education of young human beings should involve much more than simply molding them into future workers or citizens. The Swiss humanitarian Johann Pestalozzi, the American Transcendentalists, Thoreau, Emerson and Alcott, the founders of "progressive" education - Francis Parker and John Dewey -- and pioneers such as Maria Montessori and Rudolf Steiner, among others, all insisted that education should be understood as the art of cultivating the moral, emotional, physical, psychological and spiritual dimensions of the developing child. During the 1970s, an emerging body of literature in science, philosophy and cultural history provided an overarching concept to describe this way of understanding education -- a perspective known as holism. A holistic way of thinking seeks to encompass and integrate multiple layers of meaning and experience rather than defining human possibilities narrowly. Every child is more than a future employee; every person's intelligence and abilities are far more complex than his or her scores on standardized tests.\n\nHolistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections to the community, to the natural world, and to spiritual values such as compassion and peace. Holistic education aims to call forth from people an intrinsic reverence for life and a passionate love of learning. This is done, not through an academic "curriculum" that condenses the world into instructional packages, but through direct engagement with the environment. Holistic education nurtures a sense of wonder. Montessori, for example, spoke of "cosmic" education: Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting. There is no one best way to accomplish this goal, there are many paths of learning and the holistic educator values them all; what is appropriate for some children and adults, in some situations, in some historical and social contexts, may not be best for others. The art of holistic education lies in its responsiveness to the diverse learning styles and needs of evolving human beings.
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crtical thinking [reasoning n judgement]\nlymbic system control [control of adrenaline etc.]\nimpulse control\nmemory \nplanning\n\nhope this helped!
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an educational philosophy is a summary of how you teach.  Your basic anchor point from which all your educational decisions come.  \nExample:  "I believe all students have potential within them, and it is my job to activate it"\nor\n"I believe all students know nothing and the teacher must fill their heads with knowledge"\n\nThe School administrator takes the MISSION STATEMENT of the school and makes sure the teachers  implement it in the classroom.