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İLK VE ORTAÖĞRETİM OKULU YÖNETİCİ YARDIMCILARININ ALMASI GEREKEN HİZMETİÇİ EĞİTİM KONULARI HAKKINDA OKUL YÖNETİCİLERİNİN GÖRÜŞLERİ

Year 2007, Volume: 8 Issue: 1, 167 - 178, 01.01.2007

Abstract

Bu çalışmada ilk ve ortaöğretim kurumlarında görevli müdür yardımcılarının okul yöneticiliği alanındaki mesleki gelişmelerini sağlayacak olan hizmetiçi eğitim konu başlıkları hakkında okul müdürlerine ait görüşlerin neler olduğu belirlenmeye çalışılmıştır.

References

  • Clement, M. And Staessens, K. (1993) Conceptualizing Deflection in Teacher Development. Londan: Falmer Pres.
  • Firestone, W.A and Pennel, J.R. (1993) Teacher commitmen, working conditions, and differential incentive policies, Reviw of Educational Research, 63. pp.489- 525
  • Fullan, M.G. (1992) Succesful School mprovement: the implementation perspective and beyond. Buckingham: Open Universtiy Pres.
  • Fullan, M. (2001) The new meaning of educational change. London: The Falmer Pres.
  • Guskey, T., and Huberman, M. (1995) The diversities of Professional development. In T.R Guskey and M.Huberman (Eds.), Professional development in education: New paradigms and practices. New York: Teachers College Pres. Hargreaves, A. (1994) The new professionalism: the synthesis of Professional and institutional development, Teacher Education, 10,pp.423-438. and
  • Hargreaves, A. (1995) Development and desire: A postmodern perspective. In T.R Guskeyand M.Huberman (Eds.), Professional development in education: New paradigmas and practices. New York: Teacher College Pres.
  • Houle, C.O. (1980) Continuing Learning in the Proessions. San Francisco: Jossey-Bass.
  • Hoyle, E. And John P.D. (1995) Professional Knowledge and Professional Londan:Cassell. Practice.
  • Liberman, A and Miller, L. (Eds.) (2001) Teachers caught in the action: Professional development that matters. New York: Teachers College Press.
  • Leithwood, K.A. (1992) The principal’s role in teacher development, Teacher Educational Change. London: Flamer.
  • Little, J.W. (1993). Teachers’ Professional development in a climate of educational reform, Educational Evaluation and Policy Analysis, 15,pp.129-151 Little, J. W. (2001) development in pursuit of csholl reporm. In A. Liberman and L.Miller (Eds.) Teacher caught in the development that matters. New York: Teachers College Press.
  • McLaughlin, M.W. (2002) Sites and sources of teachers’ learning. In C. Sugrue and C.Day (Eds.) Developing teachers and teaching practices: international research perspectives. New York: Routledge.
  • MEB, Kır ehir l Milli E itim Müdürlü ü, (2005) limizde E itim Ö retimin Bugünü ve Yarını, I. E itim Sempozyumu, AR-GE ubesi
  • Mintzberg, H. (1979). The Structuring of Organizations. A Syntesis of the Research. Englewood Cliffs:Prentice-Hall.
  • Neo, R.A. and Wilk, S.L. (1993)nvestigation of the factors that influence employees’ participation in development activies, Journal of Applied Psychology, 78, pp.291- 302
  • Osterman, K.F. and Kottkamp, R.B. (1993) Reflective Practice for Educators: improving schooling through proffessional Newbury Park: Corwin Press. Rosenholtz, S.J. (1989) Workplace: the social organization Teachers of schools. New York: Teacher College.
  • Stokes, L. (2001). Lesson from an inquiring school: Froms of inguiry and conditions for teacher learning. In A. Lieberman and L. Miller (Eds.), Teacher caught in the action: Professional development that matters. New York: Teachers College Pres.
  • Taymaz, H. (1992). Hizmetiçi E itim. Ankara: Ankara Üniversitesi E itim Fakültesi Yayınları No: 94.

THE ELEMENTARY AND SECONDARY SCHOOL PRINCIPLES’ ASSISTANTIN-SERVICE TRAINING NEEDS ACCORDING TO SCHOOL PRINCIPLES

Year 2007, Volume: 8 Issue: 1, 167 - 178, 01.01.2007

Abstract

The purpose of this research was to determine what the demand of the elementary and secondary school principles about their assistants’ needs which they had to take subjects of in-service training for professional development in the school management

References

  • Clement, M. And Staessens, K. (1993) Conceptualizing Deflection in Teacher Development. Londan: Falmer Pres.
  • Firestone, W.A and Pennel, J.R. (1993) Teacher commitmen, working conditions, and differential incentive policies, Reviw of Educational Research, 63. pp.489- 525
  • Fullan, M.G. (1992) Succesful School mprovement: the implementation perspective and beyond. Buckingham: Open Universtiy Pres.
  • Fullan, M. (2001) The new meaning of educational change. London: The Falmer Pres.
  • Guskey, T., and Huberman, M. (1995) The diversities of Professional development. In T.R Guskey and M.Huberman (Eds.), Professional development in education: New paradigms and practices. New York: Teachers College Pres. Hargreaves, A. (1994) The new professionalism: the synthesis of Professional and institutional development, Teacher Education, 10,pp.423-438. and
  • Hargreaves, A. (1995) Development and desire: A postmodern perspective. In T.R Guskeyand M.Huberman (Eds.), Professional development in education: New paradigmas and practices. New York: Teacher College Pres.
  • Houle, C.O. (1980) Continuing Learning in the Proessions. San Francisco: Jossey-Bass.
  • Hoyle, E. And John P.D. (1995) Professional Knowledge and Professional Londan:Cassell. Practice.
  • Liberman, A and Miller, L. (Eds.) (2001) Teachers caught in the action: Professional development that matters. New York: Teachers College Press.
  • Leithwood, K.A. (1992) The principal’s role in teacher development, Teacher Educational Change. London: Flamer.
  • Little, J.W. (1993). Teachers’ Professional development in a climate of educational reform, Educational Evaluation and Policy Analysis, 15,pp.129-151 Little, J. W. (2001) development in pursuit of csholl reporm. In A. Liberman and L.Miller (Eds.) Teacher caught in the development that matters. New York: Teachers College Press.
  • McLaughlin, M.W. (2002) Sites and sources of teachers’ learning. In C. Sugrue and C.Day (Eds.) Developing teachers and teaching practices: international research perspectives. New York: Routledge.
  • MEB, Kır ehir l Milli E itim Müdürlü ü, (2005) limizde E itim Ö retimin Bugünü ve Yarını, I. E itim Sempozyumu, AR-GE ubesi
  • Mintzberg, H. (1979). The Structuring of Organizations. A Syntesis of the Research. Englewood Cliffs:Prentice-Hall.
  • Neo, R.A. and Wilk, S.L. (1993)nvestigation of the factors that influence employees’ participation in development activies, Journal of Applied Psychology, 78, pp.291- 302
  • Osterman, K.F. and Kottkamp, R.B. (1993) Reflective Practice for Educators: improving schooling through proffessional Newbury Park: Corwin Press. Rosenholtz, S.J. (1989) Workplace: the social organization Teachers of schools. New York: Teacher College.
  • Stokes, L. (2001). Lesson from an inquiring school: Froms of inguiry and conditions for teacher learning. In A. Lieberman and L. Miller (Eds.), Teacher caught in the action: Professional development that matters. New York: Teachers College Pres.
  • Taymaz, H. (1992). Hizmetiçi E itim. Ankara: Ankara Üniversitesi E itim Fakültesi Yayınları No: 94.
There are 18 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Publication Date January 1, 2007
Published in Issue Year 2007 Volume: 8 Issue: 1

Cite

APA İLK VE ORTAÖĞRETİM OKULU YÖNETİCİ YARDIMCILARININ ALMASI GEREKEN HİZMETİÇİ EĞİTİM KONULARI HAKKINDA OKUL YÖNETİCİLERİNİN GÖRÜŞLERİ. (2007). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 167-178.

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