Andere Kunden interessierten sich auch für
![EDUCATIONAL MANAGEMENT: CONTRIBUTIONS OF PSYCHOPEDAGOGY]( "EDUCATIONAL MANAGEMENT: CONTRIBUTIONS OF PSYCHOPEDAGOGY")
EDUCATIONAL MANAGEMENT: CONTRIBUTIONS OF PSYCHOPEDAGOGY44,99 €![The four criteria of educational management: basic meanings]( "The four criteria of educational management: basic meanings")
The four criteria of educational management: basic meanings26,99 €![Educational Management Teaching Performance: Binomial for Educational Quality]( "Educational Management Teaching Performance: Binomial for Educational Quality")
Educational Management Teaching Performance: Binomial for Educational Quality26,99 €![ORGANIZATIONAL CULTURE OF AN EDUCATIONAL INSTITUTION (OH):]( "ORGANIZATIONAL CULTURE OF AN EDUCATIONAL INSTITUTION (OH):")
ORGANIZATIONAL CULTURE OF AN EDUCATIONAL INSTITUTION (OH):27,99 €![Evaluation of Socio-Educational Programs at Universities]( "Evaluation of Socio-Educational Programs at Universities")
Evaluation of Socio-Educational Programs at Universities29,99 €![INTERNAL COMMUNICATION AND EDUCATIONAL MANAGEMENT IN THE SCHOOL]( "INTERNAL COMMUNICATION AND EDUCATIONAL MANAGEMENT IN THE SCHOOL")
INTERNAL COMMUNICATION AND EDUCATIONAL MANAGEMENT IN THE SCHOOL27,99 €![Parental involvement and educational management]( "Parental involvement and educational management")
Parental involvement and educational management40,99 €
Educational management must have a new approach that overcomes the punitive, normative and authoritarian super-vision; in order to achieve these processes, it is necessary to consolidate a system that allows guidance, accompaniment and evaluation in such a way that the dynamics access action-transformation, for permanent re-vision and reorientation. This new approach implies logics and methods based on philosophical, methodological and trans-formative principles that consolidate harmonious communication. It is necessary to interpret the spirit of participation as a tool for the trans-formation of being through communication and the contributions of all in order to arrive at the highest possible degree of dialogue and consensus. Accept diversity, promote tolerance, assume humble behaviour and recognise that as complex beings we are nurtured in plurality through consensual communication. Therefore, rather than the educational manager thinking that he or she knows everything, it is important to understand that there is much to learn from others. No one can underestimate one or another experience, they all count and in each one we find keys to continue advancing in the construction of polyphonic trans-formation.