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Replicable strategies and practical tools to help education leaders develop a healthy school culture, improve student achievement and professional practice, and make the most of their time and resources.

School management and organization. --- School environment. --- Environment, School --- Educational sociology --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- Inspection --- Management and organization

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The administration of public schools encompasses myriad generic issues having to do with curriculum content, instructional methodology, human resource and financial management, and of course, the guidance and counseling of students. Woven into this tapestry is the obligation to individualize educational programs to accommodate the needs of a wide and diverse student population. The needs of children may be categorized by economic, social, ethnic, physical and mental differences unique to each child and family. It is incumbent upon the public school to accommodate these differences with specially designed educational programs and to remediate any effects that may be detrimental to learning. Prominent and unique among such programs is special education, for which the program of learning is usually separately funded at both federal and state levels, but even more importantly, the learning regimen is individually calibrated to address the needs of each child determined to have a disability. Indeed, assuring children with disabilities their statutory rights constitutes a substantial segment of public school administration in the United States today. The various ramifications of the educational needs of children with disabilities and their attendant circumstances are so extensive that one book on the subject cannot be sufficient to address the magnitude and broad scope of the field. However, in this book we have attempted to discuss several of the salient issues that are of prominent concern to both school administrators and teachers. The book proceeds from the broad consideration of rights and costs to more specific issues regarding the categorization of children and the disproportionality of the various racial and ethnic groups of children who may be improperly designated as disabled. Within the context of such classifications the book discusses the screening strategies on which the rights of children with disabilities are so delicately balanced. To inappropriately classify a child may result in a form of subtle discrimination or denial of a statutory right to the provision of a particular type of educational instruction or accommodation. As is indicated throughout this book, the assessment methods by which a child's free appropriate education is determined have become a science of considerable importance. Incident to this necessity of precise assessment is the need for risk screening strategies and protocols to identify symptoms, behaviors and indications of learning disabilities requiring particular and specialized educational redress. Among issues of greatest importance is the determination not to exclude children with disabilities from the regular classroom and the mainstream of learning. Inclusion or mainstreaming is among the most contentious and perplexing issues confronting school administrators. What constitutes the legal requirements and the educational considerations of the least-restrictive environment comes directly into play in provision of an appropriate education. Beyond the all-important inclusion issue, other chapters of this book address problems of cultural and social mores that affect children with disabilities, symptoms of depression in parents of children with disabilities, maltreatment of children with disabilities, and symptoms of children who have suffered post-traumatic stress from catastrophic events in their own lives. Each chapter suggests measures to be taken by educators in identifying and redressing such matters. Policy implications for the enhancement of the effectiveness of special education programs are identified for the school administrator to consider.

Special education. --- School management and organization. --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- Exceptional children --- Inspection --- Management and organization --- Teaching of specific groups & persons with special educational needs. --- Special Education --- General. --- Administration

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The authors provide school administrators with the knowledge to see how a moral infrastructure can be created so that procedures aimed at a shared vision for all involved are recgnised as good. The book begins with theory and ends with prescriptions for practice.

School management and organization --- Decision making --- Educational leadership --- College leadership --- Education leadership --- School leadership --- Leadership --- Decision-making (Ethics) --- Ethics --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- Moral and ethical aspects. --- Inspection --- Management and organization

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An increasing number of developing countries are introducing School-Based Management (SBM) reforms aimed at empowering principals and teachers or at strengthening their professional motivation, thereby enhancing their sense of ownership of the school. Many of these reforms have also strengthened parental involvement in the schools, sometimes by means of school councils. SBM programs take many different forms in terms of who has the power to make decisions as well as the degree of ecision-making devolved to the school level. While some programs transfer authority only to school principals or te

Schools --- School management and organization. --- Decision making. --- Decentralization. --- Deciding --- Decision (Psychology) --- Decision analysis --- Decision processes --- Making decisions --- Management --- Management decisions --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Decentralization in education --- Decentralization in schools --- School decentralization --- Decision making --- Inspection --- Management and organization --- Choice (Psychology) --- Problem solving --- Educational planning --- Education, Urban --- Administration, Educational --- Operation policies, School --- Policies, School operation --- Education --- Organization

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Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions. The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.

Educational evaluation --Europe --Case studies. --- School management and organization. --- Vocational education --Europe --Case studies. --- Vocational education --Europe --Management --Case studies. --- Vocational education --- Educational evaluation --- School management and organization --- Education, Special Topics --- Theory & Practice of Education --- Education --- Social Sciences --- Management --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Education, Vocational --- Vocational training --- Work experience --- Inspection --- Management and organization --- Education. --- Assessment. --- Assessment, Testing and Evaluation. --- Professional & Vocational Education. --- Educational planning --- Evaluation --- Technical education --- Educational tests and measuremen. --- Professional education. --- Vocational education. --- Education, Professional --- Career education --- Education, Higher