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Educational Administration Supervision and School Management

Educational Administration Supervision and School Management,8176296775,9788176296779


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Book Information

Publisher:Deep & Deep Publications Pvt. Ltd.
Published In:2008
Binding Type:Paperback
Pages:xviii + 465 Pages, Index, Bibliography

The Title "Educational Administration Supervision and School Management " is written by Jagannath Mohanty. This book was published in the year 2008. The ISBN number 8176296775|9788176296779 is assigned to the Paperback version of this title. This book also comes in Hardback . This book has total of pp. xviii + 465 (Pages). The publisher of this title is Deep & Deep Publications Pvt. Ltd.. Educational Administration Supervision and School Management is currently Not Available with us.You can enquire about this book and we will let you know the availability.

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About the Book

This revised and enlarged edition is a comprehensive work in the field of Educational Administration, Supervision and School Management.

This revised Book consists of three parts : (1) Educational Administration, (2) Educational Inspection and Supervision, and (3) School Organization and Management.

(1) Educational Administration embraces the chapters on Theory of Educational Administration; Planning and Management of Education; Educational Administration as a Social Process : Its Principles and Percepts ; Agencies and Management of Educational Administration; Structure of Educational Administration at the National and State Level ; New Trends, Practices and Innovations in Educational Administration; Making the Education System Work ; Education as Human Resource Development; Educational Planning ; Meaning, Importance, Types and Basics ; Financing Education in India; Resource Constraints and Privatization of Education; Research in Educational Administration and Management; Role of UNESCO, UNICEF, UNDP World Bank and UNFPA in Financing Education.

(2) Educational Inspection and Supervision encompasses Meaning, Nature and Agencies of Inspection and Supervision; The Role, Functions and Scope of Supervision; Objectives, Organization and Planning of Supervision; Evaluation, Reporting and Follow-up of Supervision and Inspection; Selection, Status, Service Conditions and Professional Growth of Supervisors; Professional Growth and Professional Ethics.

(3) School Organization and Management consists of the chapters on The School and its Teaching Staff; The Headmaster : His Duties and Responsibilities; The School Plant; Co-Curricular Activities; The Managing Committee : Its Role, Constitution and Functions; The Inspecting Officers; The Supervisor and his Relationship with Others; School and Community : Their Roles and Relations; Parent-Teacher Association and Voluntary Organizations; Operation Blackboard; Improving the Classroom Transaction; School Time Table : Need, Importance and Types.

This book seeks to serve the needs and requirements of teachers, scholars and students of B. A. (Hons.), M. A. (Education), as well as B. Ed, and M. Ed. Courses.

About the Author

Prof. Jagannath Mohanty after a distinguished academic career in India had been to United Kingdom for higher education and training-once in 1971-72 in the University of London under the Commonwealth Teachers' Training Bursaries Scheme and again in 1979 in the British Council Media Department, London under the Commonwealth Education Fellowship. He was one of the pioneering educational technology experts remaining in charge of implementing educational technology project from its very inception in 1975-76. He was in charge of the Satellite Instructional Television Experiment (SITE) in Orissa, which was made a grand success and laid the foundation for the establishment of State Institute of Educational Technology in the State. Thus, he acquired the rich experiences and expertise in educational media and materials.

He is an eminent author both in English and Oriya having 30 and 120 titles to his credit respectively. Especially he is a prolific writer of books for children and has received 2 National Awards and 5 State Government and Sahitya Academy Awards in this field. He has received awards from the "Association of Writers and Illustrators for Children" (AWIC), New Delhi, Bal Kalyan Samsthan, Kanpur (U.R), All India Juvenile Literary Conference (AIJLC) and many other National and State level prizes. He has also been felicitated by various literary organizations in and outside the State.

Dr. Mohanty has varied experiences at all stages of education-primary, secondary, higher and teacher education. He was a Professor of Education, Principal of Institute of Advance Study in Education and. Director, Academic Staff College, Utkal University. He has undertaken a good number of studies in children's literature, media and other materials.

He was the President of the State chapter of Indian Association for Educational Technology, Chancellor of State chapter of International Association of Educators for World Peace, President of the State branch of Indian Association of Pre-school Education, President of Orissa Children's Literature Academy and President of Rajadhani Sishu Sahitya Sansad, Bhubaneswar. He is the Executive and Chairman of the MBMC Trust. The author on the basis of his outstanding contribution in the field of educational research and publications has been awarded Emeritus Fellowship by 'the UGC, New Delhi.


Preface to the Second Edition
Preface to the First Edition

I. The Theory of Educational Administration :
1. Nature and Elements of Administration
2. Elements and Scope of Educational Administration

II. Planning and Management of Education :
1. Introduction
2. Policies for Strategy
3. Priority Areas and Implementation Machinery
4. Training, Research and Orientation
5. District Planning and Management of Education
6. Machinery at the Local Level
7. People's Participation
8. Conclusion

III. Educational Administration as a Social Process : Its Principles and Precepts :
1. Social Process
2. Principles of Educational Administration :
i. Structural Democracy
ii. Operational Democracy
iii. Justice
iv. Equality of Opportunity
v. Prudence
vi. Adaptability Flexibility and Stability
vii. Adaptability
viii. Flexibility
ix. Stability

3. Objectives and Importance : Educational Administration
4. Importance

IV. Agencies and Managements of Educational Administration :
1. Agencies :
i. The Legalistic System
ii. The Centralistic System
iii. The Functional System

2. The Role of the Central Government :
i. The Views of the Kothari Commission

3. The Role of the State Governments
4. The Role of Local Authorities :
i. Recommendations of the Kothari Commission

5. Role of Voluntary Agencies :
i. Recommendations of the Kothari Commission

V. Structure of Educational Administration at the National and State Level :
1. Educational Administration at the National Level :
i. Advisory and Autonomous Bodies
ii. Central Advisory Board of Education
iii. The National Council of Educational Research and Training
iv. University Grants Commission
v. Asian Institute of Educational Planning and Administration
vi. Functions, Indian Programme
vii. Financing the Institute
vii. Management
viii. National Staff College for Educational Planners and Administrators

2. National Institute of Educational Planning and Administration :
i. Background
ii. Main Objectives and Functions
iii. Programmes for Indian Personnel
iv. Programmes for Foreign Personnel
v. Diploma and Associateship Courses
vi. Research Activities
vii. Diffusion of Innovations
viii. Consultancy and other Activities
ix. Publication Programme
x. Collaborations

3. IGNOU and Open Universities of India :
i. Introduction
ii. Genesis and Development
iii. Inadequacies of the Formal System
iv. Correspondence/Distance Education
v. Initial Efforts for OU at the National Level
vi. Pioneering State Open University
vii. National Open University :
a. Governance
b. Course Designs and Characteristics

4. Conclusion

VI. National Council for Teacher Education (NCTE) :
1. Introduction
2. Functions of NCTE
3. Organizational Structure
4. Tasks Identified
5. Specific Activities in Progress
6. Major Initiatives

VII. National Assessment and Accreditation Council (NAAC) for Quality of Education :
1. Introduction
2. Assessment and Accreditation
3. NAAC's Assessment Process
4. Organisation Structure of NAAC
5. Relationship with AICTE
6. UGC, NCTE and other Organizations
7. Quality Control

VIII. National Open School :
1. Introduction
2. Programmes :
i. Foundation
ii. Secondary Education
iii. Senior Secondary Education
iv. Vocational Education
v. Life Enrichment
vi. Basic Education for Universal Elementary Education (UEE) :
a. Open Basic Education
b. Special Accredited Institutions for Education of Disadvantaged (SAIED)

3. Special Features :
i. Self-Paced Learning
ii. Flexibility in Choice of Subjects
iii. Credit Accumulation
iv. Continuous Assessment
v. Dual Enrolment and Part Credit
vi. Part Admissions
vii. Re-Admission and Transfer of Credits
viii. Learning Strategy :
a. Printed Self-learning Materials
b. Audio and Video Programmes
c. Personal Contact Programmes (PCPs)

xii. New Opportunities
xiii. Standard of Education

4. State Institute of Educational Technology (SIET)
5. English Language Teaching Institute (ELTI)
6. District Primary Education Programme (DPEP)
7. Regional Institute of Education (RIE) Bhubaneswar
9. National Council for Teacher Education (NCTE) Regional Office :
i. Educational Administration at the State Level :
ii. The Views of the Kothari Commission
iii. Advisory and Statutory Bodies
iv. Board of Secondary Education :
a. Ex-officio Members
b. Nominated Members by the State Governments
c. Elected Members
d. The Board may Co-opt Persons not Exceeding three as Extraordinary Members for any Special Purpose :

v. Powers and Functions of the Board :
a. Committees
b. Responsibilities of the Officials
c. State Institute of Education
d. Role and Functions
e. Composition
f. Board of Primary Education
g. Aims and Objectives
h. Composition
i. Working
j. Committees

vi. State Council of Educational Research and Training :
vii. Background
viii. Role and Functions
ix. Constitution and Structure
x. Staff Position and Accommodation
xi. Highlights of Activities

VI. New Trends, Practices and Innovations in Educational Administration :
1. Modern Trends :
i. Educational Administration taking the Shape of a Science
ii. Educational Administration becoming Mechanical
iii. Educational Administration to be Based on Sound Theories
iv. Educational Administration Becoming an Inter-disciplinary Subject
v. Expenditure on Education Considered as an Investment
vi. Educational Administration being Democratized
vii. Developmental Administration in Place of Maintenance Administration

2. New Practices and Innovations :
i. School Improvement Programme :
ii. Advantages of the School Improvement Programme
iii. A Co-operative Venture
iv. The Kothari Commission on the Programme

3. School Complex :
i. What is School Complex?
ii. Functioning of the School Complex
iii. Under NPE, 1986
iv. The Godfather Scheme
v. Limitations
vi. Origin and Progress
vii. The Scheme of Adopted Schools

4. Institutional Planning :
i. What is an Institutional Plan?
ii. Advantages of Institutional Planning
iii. Characteristics of an Institutional Plan
iv. Steps in Preparing an Institutional Plan
v. Experiences
vi. Recommendations of the Kothari Commission on Educational Planning

VII. Making the Education System Work :
1. Introduction
2. The Present Scenario
3. Policy and Operational Strategies
4. Conclusion

VII. Education as Human Resource Development :
1. Human Right to Education
2. Education for Economic Development
3. Development of Human Resources through Education
4. Theoretical and Empirical Studies
5. Man does hot Live by Bread Alone
6. National Aspirations of India
7. Development of Human Resources
8. Investment in Education
9. Conclusion

IX. Educational Planning : Meaning, Importance, Types and Basics :
1. Meaning and Importance
2. Elements of Educational Planning :
i. Predetermined Objectives
ii. Optimum Use of Resources :
a. Time
b. Talents
c. Financial and Material Resources
iii. Decision-making

3. Types of Educational Plans
4. Basic Approaches to Educational Planning :
i. Social Demand Approach
ii. Man-power or Person-power Approach
iii. Investment-Efficiency or Cost Effectiveness Approach

5. Stages of Educational Planning
6. Features of Planning
7. Need for Educational Planning
8. Planning as a Universal Strategy
9. New Trends in Educational Planning
i. Comprehensive Planning
ii. Macro and Micro Planning
iii. Decentralization and Democratization in Planning
iv. Institutional Planning
v. Emphasis on District Educational Plans
vi. Planning as a Two-way Process
vii. Involvement of Teachers
viii. Expenditure-orientation
ix. Determination of Priorities

10. Conclusion

X. Financing Education in India :
1. Introduction
2. Historical Background
3. Resources : Distribution Trends
4. Resource Mobilization :
i. Donation
ii. Consultancy Services
iii. Production Centres
iv. Social Forestry and other Programmes
v. Alumni Associations
vi. Levy of Tax on Employer
vii. Loan Scholarships

5. Correlation between Socio-Economic Status and Educational Achievement
6. Conclusion

XI. Resource Constraints and Privatization of Education :
1. Introduction : Resource Constraint
2. Financial Crisis
3. Privatization as an Alternative
4. Steps for Maintenance/Improvement of Standards
5. Conclusion :
i. Objectives of Privatization
ii. School Types and Policy Contexts
iii. Strategies for Privatization
iv. Outcomes of Privatization
v. Policy Implications
vi. Conclusions

XII. Research in Educational Administration and Management :
1. Introduction
2. Development and Trends in Educational Research
3. Trends in Research in Educational Administration/Management
4. Inadequacies in Research :
i. Macro-Character
ii. Descriptive not Analytical
iii. Important Areas Neglected
iv. Emphasis on Library Studies
v. Want of Relevance
vi. Lack of Applicability
vii. Lack of Accountability

5. Future Perspectives

XIII. Role of UNESCO, UNICEF, UNDP, World Bank and UNFPA in Financing Education :
1. Introduction
3. Role of UNESCO UNICEF UNDP World Bank and UNFPA in Financing Education
6. World Bank

XIV. Meaning, Nature and Agencies of Inspection and Supervision :
1. What is Inspection?
2. What is Supervision?
3. Kinds of Supervision
4. Types of Supervision and Inspection
5. Nature and Characteristics of Modern Supervision :
i. Modern Supervision is Democratic and Co-operative in Spirit and Organization
ii. .Modern Supervision is Established on Maintenance of Satisfactory Interpersonal Relationship
iii. Modern Supervision must be Communicative
iv. Modern Supervision is Comprehensive in Scope
v. Modern Supervision is Creative
vi. Modern Supervision is Scientific
vii. Modern Supervision is Experimental and Auto-critical in Nature

6. Agencies of Modern Supervision
7. Difference between Administration and Supervision

XV. The Role, Functions and Scope of Supervision :
1. The Role of Supervision
2. Function and Scope of Supervision :
i. Supervision of Curricular Instruction
ii. Supervision of Co-curricular Activities
iii. Supervision of School Plant
iv. Supervision of the School Office
v. Supervision of Developmental Aspects

3. Techniques of Supervision :
i. Group Techniques
ii. Individual Techniques

XVII. Evaluation, Reporting and Follow-up of Supervision and Inspection :
1. Evaluation :
i. Evaluation Procedures in India

2. Reporting of Supervision
3. Follow-up

XVIII. Selection, Status, Service Conditions and Professional Growth of Supervisors :
1. Selection Procedure Now Followed
2. Status and Service Conditions
3. Professional Growth

XIX. Professional Growth and Professional Ethics :
1. Introduction
2. Nature and Characteristics of a Profession :
i. Teaching as a Profession
ii. Professional Growth
iii. Pre-service and In-service Education and Training

3. Research Activities
4. Extension and Community Development Activities
5. Writing and Publications :
i. Role of Teachers' Organizations in Professional Growth
ii. Teachers' Participation
iii. Professional Ethics

XX. The School and its Teaching Staff :
1. The Background :
i. The School and its Components
ii. The Staff
iii. Subject Teacher and Class Teacher System
iv. Staff-Meetings

XXI. The Headmaster: His Duties and Responsibilities :
1. Importance of the HM
2. Duties, Functions and Responsibilities :
i. Planning
ii. Teaching
iii. Organizing and Administering
iv. Supervision and Guiding
v. Maintaining Discipline and Inter-human Relations

XXII. The School Plant :
1. Meaning
2. Planning
3. Site and Location
4. Area for the School Plant
5. Design and Dimensions
6. Ventilation and Lighting
7. Maintenance and Upkeep
8. Optimum Utilization
9. The Special Rooms
1o. The Science Room
11. The Social Sciences/Studies Room
12. Art and Craft Room
13. Home Science/Domestic Science Room
14. The Assembly Hall Auditorium
15. Library Room
16. Office Room
17. The Hostel and its Superintendents
18. Equipment and Furniture :
i. Essential Equipments
ii. Desirable Equipments

19. Desks and Benches
20. Blackboard or Chalkboard
21. Cup-board and Almirah
22. Teacher's Chair and Table
23. Audio-visual Media and Materials

XXIII. Co-Curricular Activities :
1. Meaning
2. Advantages of Co-curricular Activities :
3. The Physical Advantages
4. Academic Value
5. Social Value
6. Aesthetic Value
7. Recreational Value
8. General Guidelines for Organizing Activities
9. Limitations and Usual Defects
10. The School Assembly
11. Debates, Discussions, Seminars and Symposia
12. Dramatics
13. Boy Scouting and Girl Guides
14. Literary Activities
15. Athletic Activities

XXIV. The Managing Committee : Its Role, Constitution and Functions :
1. Backdrop
2. Managing Committee in Private High School
3. Constitution of the Managing Committee
4. Rules of Business
5. Managing Committee of the Government High School Constitution :
i. Rules of Business

6. Conclusion

XXV. The Inspecting Officers :
1. Background
2. The Sub-Inspector of Schools :
i. Inspection
ii. Tour
iii. Annual Returns
iv. Centre Meetings
v. Annual Conferences
vi. Administrative Duties

3. The District Inspector of Schools :
i. Inspection
ii. Publicity and Monitoring
iii. Tour
iv. Checking the Work of Subordinates
v. Annual Conferences
vi. Collection of Statistics

4. Responsibilities of D.I. of Schools
5. The Circle Inspector of Schools :
i. Duties and Function of C.I.
ii. Duties Towards Aided-Schools
iii. Duties Towards Unaided Schools
iv. Responsibility for Examinations
v. Assistance to Revenue Commissioner or District Magistrate
vi. Holding Conferences
vii. Collection of Statistics
viii. Delegation of Powers

XXVI. The Supervisor and his Relationship with Others :
1. Modem Supervisor :
2. The School and its Staff
3. Higher Authorities
4. The Public and Parents
5. Other Departmental Officers

XXVII. School and Community : Their Roles and Relations :
1. Traditional Meaning of the School
2. Modern Meaning of School
3. Various Functions of the School : School as a Miniature Society
4. Difference between "Society" and "Community"
5. Co-operation between the School and the Community
6. Ways and Means of Improving School-Community Relations
7. Methods of Improving School-Community Relations

XXVIII. Parent-Teacher Association and Voluntary Organizations :
1. Need and Importance of Parent-Teacher Co-operation
2. Parent-Teacher Association as a Formal Organisation
3. Constitution of PTA and its Programmes
4. Voluntary Organizations : Role and Contributions :
i. Voluntary Organizations through Ages
ii. Pros and Cons of Voluntary Organizations
iii. Views of Commissions and Committees

XXIX. Operation Blackboard :
1. The National Scenario :
2. Need of the Operation Blackboard
3. Meaning and Implications
4. Strategics for Implementation
5. Conclusion
6. Scheme of Operation Blackboard

XXX. Improving the Classroom Transaction :
1. Introduction
2. Making the Classroom Effective :
i. Presage Effectiveness
ii. Process Effectiveness
iii. Product Effectiveness

3. Strategics for Improving the Classroom :
i. Knowledge about Himself, Knowledge about the Students
ii. Class Control
iii. Class Discipline
iv. Mastery in the Subject Area
v. Suitable Methods of Teaching
vi. Teacher Attention
vii. Classroom Interaction
viii. Inter-Human Relation

4. Conclusion

XXXI. School Timetable : Need, Importance and Types :
1. Introduction
2. Need and Importance of Timetable :
i. It Ensures an Orderly and Smooth Functioning of an Institution
ii. It Facilitates Equaitable Distribution of Work among Teachers
iii. It Prevents Wastage of Time and Energy
iv. It Ensures Equitable Distribution of Different Subjects and Activities
v. It Helps Maintaining Discipline in the Institution
vi. It Promotes the Development of many Good Qualities and Values
vii. It Helps in Adjusting Schools Work with the Student's Needs

3. Types of Timetable :
i. Consolidated Timetable
ii. Class Timetable
iii. Teachers Timetable
iv. Leisure Timetable
v. Cocurricular Timetable

4. Important Principles of Timetable Construction :
i. Types of Schools
ii. Availability of Time
iii. Relative Importance and Difficulty of Subjects
iv. Psychological Needs and Nature of Subjects
v. Variety and Novelty
vi. Elasticity
vii. Staff Equipment and Building