RESEARCH AREAS IN THE DEVELOPMENT OF EDUCATIONAL MANAGEMENT

Manap Somantri

Abstract


The objectives of this study are elaboration research areas in the development of educational management at the teacher and educational science faculty. Elaboration of research areas significant for the development of competitiveness study program, and can be references candidates for the topic choices of thesis and dissertation or lecturer research at the teacher and educational science faculty. The study will be done to literature analysis on educational management as a dimension process and substances in education. As a dimension, process management has explored while on planning, organizing, staffing, directing, budgeting, controlling, evaluating, and reporting. Substantial management included the curriculum, student, teacher, staff, money, facilities, and participation in educational management. The organization level can be analyses on global, regional, local, and institutional levels. The organizational function can be analyses on leadership, planning, supervision, communication, decision making, and innovation in the management process. The area's research in educational management has used for institutional innovation and student achievement.


Keywords


Research areas; Educational management development

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References


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Somantri, M. (2014). PERENCANAAN PENDIDIKAN (Pertama; Kurniawan Cahadiyat, Ed.). Bengkulu: IPB Press.

Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, Vol. 33, pp. 3–15. https://doi.org/10.3102/0013189X033008003

Bossert, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The Instructional Management Role of the Principal. Educational Administration Quarterly. https://doi.org/10.1177/0013161X82018003004

Bush, T. (2006). Theories of Educational Management. International Journal of Educational Leadership Preparation.

Educational leadership and management: theory, policy, and practice. (2007). Educational Leadership and Management: Theory, Policy, and Practice.

Heyer, G. L., Weber, K. D., Rose, S. C., Perkins, S. Q., & Schmittauer, C. E. (2015). High school principals' resources, knowledge, and practices regarding the returning student with a concussion. Journal of Pediatrics. https://doi.org/10.1016/j.jpeds.2014.09.038

Johnson, S. L. (2009). Improving the school environment to reduce school violence: A review of the literature. Journal of School Health. https://doi.org/10.1111/j.1746-1561.2009.00435.x

Jordan, A., & Tosun, J. (2012). Policy implementation. In Environmental Policy in the EU: Actors, Institutions and Processes, Third Edition. https://doi.org/10.4324/9780203109823

Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy=Analysis.https://doi.org/10.3102/01623737015002129

McLaughlin, M. W. (1987). Learning From Experience: Lessons From Policy Implementation. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737009 02171

Mohanasundaram, K. (2018). Curriculum Design and Development. Journal of Applied and Advanced Research. https://doi.org/10.21839/jaar.2018.v3is1.156

Somantri, M. (2014). PERENCANAAN PENDIDIKAN (Pertama; Kurniawan Cahadiyat, Ed.). Bengkulu: IPB Press.




DOI: https://doi.org/10.12928/ijemi.v1i2.1684

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