Virgin M. Matos EDU - 213 March 9th‚ 2015 Lois Jackson Stages of Social Development Erik Erikson point eight different social development stages that children should go through. The first one is being learning basic trust versus learning basic mistrust. This begin as an infant to approximately two years old. If the child have the necessary love‚ care and receive the right and adequate treat the child will be trust‚ but if the child does not receive this care and age appropriate treatment will
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experiences which the learner encounters under the direction of a school” (Tanner and Tanner‚ 1995: 158). According to Gatawa (1990: 8)‚ it is “the totality of the experiences of children for which schools are responsible”. All this is in agreement with Sergiovanni and Starrat (1983)‚ who argue that curriculum is “that which a student is supposed to encounter‚ study‚ practice and master what the student learns”. For others such as Beach and Reinhatz (1989: 97)‚ a curriculum outlines a “prescribed series of
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References: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington‚ DC: Author. Daresh‚ J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks‚ CA: Corwin. Herbst-Damm‚ K. L.‚ & Kulik‚ J. A. (2005). Volunteer support‚ marital status‚ and the survival times of terminally ill patients. Health Psychology‚ 24‚ 225-229. doi:10
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Cited: Kleiner‚ A. (2003). Who really matters: the core group theory of power‚ privilege‚ and success. Doubleday‚ Random House Inc. Sergiovanni‚ T. (1999). Building community in schools. Jossey-Bass Inc. McIntosh‚ Peggy (1988). White Privilege and Male Privilege‚ A personal account of coming to see Correspondences through work in women’s studies.
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Effective School Principals Lokman Mohd Tahir; Hamdan Said Faculty of Education Universiti Teknologi Malaysia‚ Skudai‚ 81310‚ Johore. Hamidon A. Rahman Institut Aminuddin Baki‚ 69000‚ Sri Layang‚ Genting Highlands Abstract Researchers in the area of principalship have concluded that schools are effectively good as their principals. Despite some influential work of the effective schools research‚ Malaysians school principals are urged by the our former Directors General of Education‚ Datuk Abdul Rafie Mahat
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Educational leadership‚ September‚ 28 – 30. Piggot-Irvine‚ E Prosser‚ J. (Ed.). (1999). School Culture. London: Paul Chapman. Rowling‚ J Rust‚ F. O.‚ & Freidus‚ H. (Eds.) (2001). Guiding school change. New York. Teachers College Press. Sergiovanni‚ T Schein‚ E. H. (2004). Organisational culture and leadership (3rd ed.). San Francisco: Jossey-Bass. Schein‚ E Scott‚ G. (1999). Change matters: making a difference in education and training. Sydney: Allen and Unwin. Stoll‚ L Williams‚ J. (2002)
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Walking together through the main education highway The First Biennial National Congress on Education was held early this year on January 31 to February 1‚ participated by approximately 400 representatives from the academe‚ local government units and the industries‚ with “the strong desire to address prevailing issues and concerns that hinder the Stakeholders from providing the future generation with the appropriate education to maximize their potential. It is in this context that the MAIN EDUCATION
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2000. Marching into a New Millennium. Lanham‚ MD: Scarecrow. * Laffey‚ J. L. (1980). The role of the elementary school principal in the school reading program: Research and Practice. Reading Teacher‚ pp.632-636. * Seyfarth‚ John T. 1999. The Principalship: New Leadership for New Challenges. Upper Saddle River‚ NJ: Merrill. * Ubben‚ Gerald C.; Hughes‚ Larry W.; and Norris‚ Cynthia J. 2001. The Principal: Creative Leadership for Effective Schools‚ 4th edition. Boston: Allyn and Bacon.
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these developing streams of research Northouse‚ Peter G. (2001). Leadership Theory and Practice‚ second edition. Thousand Oaks‚ CA: Sage Publications‚ Inc. Musser‚ S.J. (1987). The determination of positive and negative charismatic leadership‚ Sergiovanni‚ T.J. (1990). Adding value to leadership gets extraordinary results. Educational Leadership‚ 47(8)‚ 23-27. Yukl‚ Gary. (2006). Leadership in organizations‚ 6th ed. [Electronic version]. Upper Saddle River‚ NJ: Pearson Prentice Hall.
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ERIC D igest‚ 111. Sch loss PJ & S m ith M A 19 99. Conducting research. N ew Jers ey: Pr en tice -H all. Sen ge P 199 0. The fifth discipline: the art and practice of the learning organization. Perth: Random H ouse. Serg iovann i TJ 19 91. The principalship: a reflective practice perspective. Boston: Allyn & Bacon. Sin gh P ‚ M bok odi S & M sila V T 2 004 . Blac k pa renta l involve m ent in educ ation. South African Journal of Education‚ 24:30 1-30 7. Sing h P & M anser P G 20 02. C ollegiality
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