Scientific Thesaurus as an Indicator of the Development of the Theory of Education Management and Methodology

2018 ◽  
Author(s):  
Tetiana Sych
Keyword(s):  
Education Management ◽  
Theory Of Education

Monitoring as a Method of Actualization of Education Development in Russia and Abroad

2019 ◽  
Vol 7 (3) ◽  
pp. 18-22 ◽  
Author(s):  
А. Коростелева ◽  
A. Kororsteleva
Keyword(s):  
Structural Parameters ◽  
Quality Of Education ◽  
Education Development ◽  
Education Management ◽  
Theory Of Education ◽  
Management Area ◽  
Strict Regulation ◽  
Goals And Objectives ◽  
Structure Of Education

The article presents a modern understanding of the nature and purpose of monitoring in the educational system, lists its functions, stages and forms, allowing to evaluate the success and relevance of monitoring development. The author states that the origins of the formation of monitoring lie in the theory of education management. The paper presents the main milestones of the education management development both at the domestic and foreign levels. In particular, it considers the structure of education management in France, which is distinguished by strict regulation, and Denmark, which is in some way an antagonist of France in the education management area. A review of the goals and objectives of monitoring in the system of education allows the author to conclude about the contribution of monitoring to the development of education, in particular, by obtaining operational and reliable data on quality of education and other studied structural parameters.

scholarly journals Paradigma Keilmuan Manajemen Pendidikan Islam

2017 ◽  
Vol 1 (2) ◽  
pp. 297-315
Author(s):  
Irawan Irawan
Keyword(s):  
Management Practices ◽  
Critical Realism ◽  
Boarding School ◽  
Islamic Education ◽  
Material Object ◽  
Education Management ◽  
Islamic Schools ◽  
Theory Of Education ◽  
Is Management ◽  
The Subject

When the word “Islam” is attached to the subject “Education Management” and become “Islamic Education Management” it would rise a question whether or not it is a science? If It is a science, what is the assurance that truly represent it as a science? This paper tries to proof that Islamic education management could be considered as a science and it bears its own scientific paradigm. The analysis employs the critical realism school of Stephen Ackroyd in the philosophy of management as well as numbers of episthemeological issues of organizational practices by Frits Schipper that are brought to the context of Islamic education. The analysis shows that the formal object of Islamic education management is management science, whereas, its material object is management practices of educational activities in Islamic education institutions such as madrasah, pesantren (boarding school) dan Islamic schools. The researches in Islamic education management focus on facts, context, event and cases happened in that institutions, by not merely attaching Qur’anic verses in the existing theory of education management, so that it looks Islamic, since the Qur’an is also contextual with its asbabun nuzul (the causes of revelation) concept.

scholarly journals FACTORS OF THE DEVELOPMENT OF THE DOMESTIC THEORY OF EDUCATION MANAGEMENT IN THE SECOND HALF OF THE XX CENTURY

2020 ◽  
pp. 190-198
Author(s):  
Елена Анатольевна Кошкина ◽  
Лия Александровна Мелкая
Keyword(s):  
20Th Century ◽  
Social Institution ◽  
Sociocultural Factors ◽  
Educational Systems ◽  
Education Management ◽  
Leading Role ◽  
Theory Of Education ◽  
Second Period ◽  
Different Levels ◽  
Socio Economic Factors

Рассматривается процесс развития отечественной теории управления образованием второй половины ХХ в. Показаны социально-политические предпосылки формирования управленческих идей в образовании. Обозначена зависимость развития отечественной теории управления образованием от задач, поставленных властью перед образованием как социальным институтом. Представлена авторская периодизация развития отечественной теории управления образованием второй половины ХХ в. Четыре выделенных периода описаны с учетом факторов детерминации развития теории управления образованием второй половины ХХ в. В рамках первого периода (1950-е – начало 1960-х гг.) ведущую роль сыграли социально-экономические факторы, определившие курс на повсеместную политехнизацию, что поставило новые управленческие и методические задачи перед образовательными системами разного уровня. Второй период (1964–1985 гг.) отличают концептуальные факторы, оказавшие влияние на трансформацию идейного поля управления образованием. Третий период (1985–1991 гг.) характеризуется повышением влияния социокультурных факторов, обусловленных изменениями эпохи перестройки. Четвертый период (с 1990-х гг. – конец ХХ в.) отражает расширение методологического поля отечественной теории управления образованием, детерминированное междисциплинарными связями управленческой науки. The process of development of the national theory of governance of the second half of the 20th century is considered. The socio-political prerequisites for the formation of management ideas in education are shown. The dependence of the development of the national theory of education management on the tasks set by the authorities before education as a social institution is indicated. The author’s periodization of the development of the national theory of education management in the second half of the 20th century is presented. Four allocated periods are described taking into account the factors of the determinant of the development of the theory of education management in the second half of the 20th century. In the first period (50’s – early 60’s), socio-economic factors played a leading role, determining the course of widespread polytechnification, which set new management and methodical tasks for educational systems of different levels. The second period (1964–1985) is distinguished by conceptual factors that influenced the transformation of the ideological field of education management. The third period (1985–1991) is characterized by an increase in the influence of sociocultural factors caused by changes in the perestroika era. The fourth period (from the 1990s to the end of the twentieth century) reflects the expansion of the methodological field of the national theory of education management, determined by the interdisciplinary relations of management science.

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