|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910808695103321 |
|
|
Titolo |
Managing people in education / / edited by Tony Bush and David Middlewood |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
London, : Paul Chapman Publishing Ltd., |
|
Thousand Oaks, CA, : SAGE, c1997 |
|
London : , : Paul Chapman Publishing Ltd., |
|
Thousand Oaks, CA : , : SAGE, , 1997 |
|
|
|
|
|
|
|
|
|
ISBN |
|
1-283-88055-5 |
1-4462-6521-8 |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (x, 224 p.) |
|
|
|
|
|
|
Collana |
|
Educational management : research and practice |
|
|
|
|
|
|
Altri autori (Persone) |
|
|
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
School personnel management - Great Britain |
Education |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and indexes. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Contents; Series Editor's Foreword; Preface; Notes on Contributors; Glossary of Terms; Section A - setting the scene; Chapter 1 - The Changing Context of Management in Education; Chapter 2 - Managing for People and Performance; Chapter 3 - The Learning Organisation; Section B - Organisational Issues; Chapter 4 - Management Structures; Chapter 5 - Management Roles in Education; Chapter 6 - Managing Through Teams; Section C - Individual Issues; Chapter 7 - Managing Teachers' Time Under Systemic Reform; Chapter 8 - Managing Stress in Education |
Chapter 9 - Managing for Equal Opportunities: The Gender IssueSection D - The Management of Key Processes; Chapter 10 - Managing Recruitment and Selection; Chapter 11 - Managing Induction and Mentoring; Chapter 12 - Managing Appraisal; Chapter 13 - Managing Staff Development; Chapter 14 - Managing Individual Performance; Author Index; Subject Index |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
The editors' intention is to articulate good practice on the basis of evidence in educational settings. The ideas presented here are derived |
|
|
|
|