By Naftaly S. Glasman
A huge contribution to the literature in management, Evaluation-Based management strikes institution leaders and decision-makers towards a brand new version of operation rooted in assessment. Responding to the present elevated nationwide and native situation for potent colleges, Glasman’s paintings indicates a circulation towards an leading edge paradigm that might support either inservice execs and destiny directors view their duties with heightened perception and renewed initiative. via his research Glasman integrates vital theoretical study and useful concerns with a different emphasis at the function of the varsity crucial as one whose paintings can improve scholar achievements.
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Additional info for Evaluation-Based Leadership: School Administration in Contemporary Perspective
Evaluation in education has become a specialty in terms of both practice and scholarly inquiry. The more evaluation has been systematized, the more it has gained acceptance. Evaluation models have been offered in the name of improving education and learning in schools. The fact that the desired improvement itself lacks clarity has bothered only few evaluation scholars and practitioners. Evaluation specialists have been busy collecting knowledge about evaluation in order to form a commitment to the evaluation process.
In the 1980s, the calls were at the forefront of political debates. They produced an utmost sense of urgency because they shook the public's confidence in the public schools. Page 26 Some Observations So far, this chapter has argued that educational policies in general are politically driven transmissions of values which are allocated in response to demands and with the help of supporting groups and individuals. It has also argued that educational policies are not influenced greatly by the data which educational research generates.
Local school board elections were held on dates when other municipal and state elections were held. Attempts to resolve educational conflicts were somewhat confined to board activities during its tenure. Thus, the awareness by the general public of value conflicts in education during that period was only moderately high. The awareness of conflicting values between 1915 and the late 1950s declined as the intensity of conflicts over issues decreased. The mandate to run the schools shifted from local school boards to employed school administrators.