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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 534
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 534
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 812
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Book Description
Author: Mary Pauline Melvin
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 492
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Author: James M. Lipham
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 44
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Book Description
In summarizing findings on the principal's role in the school, this monograph assumes that the principal is a pivotal figure in the school and is the one who most affects the quality of teacher performance and student achievement. The author concludes that the studies reviewed demonstrate that the principal is a key factor in the success of the school. The booklet is divided into eight sections that examine studies related to the principal and (1) diversity versus uniformity in educational goals, (2) traditional versus nontraditional educational values and attitudes, (3) centralization versus decentralization in organizational relationships, (4) directiveness versus supportiveness in leadership behavior, (5) authoritative versus participative decision-making processes, (6) managerial versus instructional tasks as the principal's primary responsibility, (7) programmed versus adaptive approaches to change, and (8) interaction versus insularity in relations with the public. (Author/JM)
Author: James M. Lipham
Publisher: Longman Publishing Group
ISBN:
Category : Education
Languages : en
Pages : 360
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Book Description
Author: Herbert J. Klausmeier
Publisher: Academic Press
ISBN: 1483260186
Category : Psychology
Languages : en
Pages : 342
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Book Description
Cognitive Development of Children and Youth: A Longitudinal Study presents a theory of cognitive development, including descriptive information and conclusions based on a longitudinal study. This book discusses the mental operations in concept learning, results pertaining to comparisons between control groups and longitudinal blocks, and operations involving meaningful reception learning at the formal level. The conditions of learning and memory requirements, linguistic-relativity hypothesis, invariant sequencing, and rate and form of cognitive development across the school years are also elaborated. This text likewise covers the conditions contributing to rapid and slow cognitive development, longitudinal intervention study, and differences among concepts in age of attainment. This publication is intended for individuals who are interested in the cognitive development of children and youth, as well as upper-division and graduate students in psychology, educational psychology, and education.
Author: United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on the Handicapped
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 652
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Author:
Publisher:
ISBN:
Category : School boards
Languages : en
Pages : 32
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Author: Robb Rankin
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 532
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Author: John Burl Artis
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 510
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Book Description
