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Roa Garcia, Gloria Vanessa - One of the best experts on this subject based on the ideXlab platform.

  • Nueva sede para la Dirección Regional de Educación de Piura
    'Baishideng Publishing Group Inc.', 2021
    Co-Authors: Roa Garcia, Gloria Vanessa
    Abstract:

    La Dirección Regional de Educación Piura, es la encargada de la gestión educativa de la región teniendo como función atender a la población Docente de la Región Piura, y que a la vez tiene a su cargo oficinas de las Unidades de Gestión Educativa Local y la Unidad de Gestión de Educación Técnico Superior. Siendo la DREP, una institución de gran importancia en el departamento de Piura, ha pasado por diferentes cambios debido a la demanda y crecimiento de la población en la región de Piura. Actualmente no cuenta con una infraestructura propia, pues desde el año 1997 se encuentra ocupando de manera improvisada pabellones del Instituto Tecnológico “Almirante Miguel Grau”, incumpliendo las condiciones mínimas de seguridad, funcionalidad y confort. Este proyecto se desarrolló como respuesta a la actual necesidad que presenta la Dirección Regional de Educación de Piura, de contar con una infraestructura propia diseñada para su fin, y está basado en la aplicación del modelo conceptual ontológico, que permite visualizar el proceso y sus componentes en conjunto dando como resultado un producto arquitectónico que satisface las necesidades del usuario.The Regional Directorate of Education Piura, is in charge of the Educational Management of the region, whose function is to serve the teaching population of the Piura Region, and which at the same time is in charge of the offices of the Local Educational Management Units and the Unit of Management of Higher Technical Education. Being the DREP, an institution of great importance in the department of Piura, it has gone through different changes due to demand and population growth in the Piura region. Currently it does not have its own infrastructure, since 1997 it has been occupying the pavilions of the "Almirante Miguel Grau" Technological Institute in an improvised manner, failing to comply with the minimum conditions of safety, functionality and comfort. This project was developed in response to the current need presented by the Regional Directorate of Education of Piura, to have its own infrastructure designed for its purpose, and is based on the application of the ontological conceptual model, which allows visualizing the process and its components together resulting in an architectural product that meets the needs of the user.Tesi

Katrina Bulkley - One of the best experts on this subject based on the ideXlab platform.

  • managing community professional community in charter schools operated by Educational Management organizations
    Educational Administration Quarterly, 2005
    Co-Authors: Katrina Bulkley, Jennifer Hicks
    Abstract:

    This article examines ways in which entities external to schools, in this case for-profit Educational Management organizations (EMOs), can influence development of school professional community. Drawing on case studies of six charter schools operated by three EMOs, we examine the five elements of professional community described by Kruse, Louis, and Bryk; supports and barriers to development of professional community; and the role of EMOs in influencing supports and barriers. We found that in these cases, EMO staff influenced professional community in important ways through the design of their programs (including structures they set up for use of time and staffing) and their informal relationships with schools (including their roles as “cheerleaders,” constructive critics, flexible keepers of the model, and reliable managers). The findings of this exploratory study provide a basis for future research on how external entities such as EMOs can influence professional community.

  • losing voice Educational Management organizations and charter schools Educational programs
    Education and Urban Society, 2005
    Co-Authors: Katrina Bulkley
    Abstract:

    Charter schools are one form of decentralizing public education by shifting power into the hands of school stakeholders by providing them with more “voice” in day-to-day decisions. However, the inc...

Hamed Allhibi - One of the best experts on this subject based on the ideXlab platform.

  • utilization of learning Management systems lmss in higher education system a case review for saudi arabia
    Energy Procedia, 2019
    Co-Authors: Abdulaziz Aldiab, Harun Chowdhury, Alex Kootsookos, Firoz Alam, Hamed Allhibi
    Abstract:

    Abstract There is a strong global trend toward utilising Learning Management Systems (LMSs) in academic institutions as a part of their Educational Management system to improve the teaching and learning experience in higher education system. Most of the universities in US, UK, Canada and Australia including 28 universities of Saudi Arabia are using different LMS systems for their academic activities. All LMS systems fully depended on the existing information and communication technology (ICT) infrastructure and using computer technology to use the system. This paper reviews different features of commercially available and mostly utilized modern LMS systems including a comparative analysis. A case study focused on the universities of Saudi Arabia was also carried out.

Viloria-escobar Javier - One of the best experts on this subject based on the ideXlab platform.

  • Retos para la gestión de las instituciones de educación básica y media
    'Servicio Nacional de Aprendizaje SENA - SENNOVA', 2022
    Co-Authors: Sánchez-buitrago, Jorge Oswaldo, Bertel Narváez, María Paola, Viloria-escobar Javier
    Abstract:

    This work systematizes the challenges related to Educational Management in official elementary and middle school Educational institutions in the district of Santa Marta. The research was conceived from the qualitative nature with multiple case studies. As the main instrument for the collection of information, in-depth interviews with teachers and teacher directors of 12 targeted district Educational institutions were used, additionally a documentary analysis of the institutional Educational projects (PEI) was carried out. The challenges are presented according to the four areas of Educational Management proposed by the Ministry of National Education (MEN): directive Management, academic Management, administrative and financial Management, and community Management. The challenges identified contribute to the understanding of the problems of Educational quality present in the district of Santa Marta, as an initial stage to promote Educational transformation in the territory, through the proposal of pedagogical routes for institutional improvement.El presente trabajo sistematiza los retos referentes a la gestión educativa en instituciones educativas oficiales de básica y media del distrito de Santa Marta. La investigación se concibió desde la naturaleza cualitativa con estudios de casos múltiples. Como instrumento principal para la recolección de la información se utilizaron entrevistas a profundidad realizadas a docentes y directivos docentes de 12 instituciones educativas distritales focalizadas, adicionalmente se realizó un análisis documental de los proyectos educativos institucionales (PEI). Los retos se presentan de acuerdo a las cuatro áreas de la gestión educativa propuestas por el Ministerio de Educación Nacional (MEN): gestión directiva, gestión académica, gestión administrativa y financiera y gestión de la comunidad. Los retos identificados aportan a la comprensión de las problemáticas de calidad educativa presentes en el distrito de Santa Marta, como etapa inicial para propiciar la transformación educativa en el territorio, a través de la propuesta de rutas pedagógicas para el mejoramiento institucional

Castro Castaño, Lina María - One of the best experts on this subject based on the ideXlab platform.

  • La política pública de inclusión: utopía de la gestión educativa en Colombia
    2020
    Co-Authors: Castro Castaño, Lina María
    Abstract:

    This article refers to the configuration of the inclusion policy. This approach requires an analysis from the representations we have regarding Educational Management in the implementation of the policy; hence its purpose is to un-derstand the configuration of inclusion as a policy and the representations of Educational Management for its implementation. In this sense, the reflection is developed from a research with a descriptive scope, which seeks to specify the configuration of the policy from philosophy. During the research process the descriptive cross-sectional design allowed presenting the origin of the inclusion in a cross-sectional way to the Educational Management, and the secondary data method implied the revision of the evolution of the public policy of inclusion in Colombia, in order to favor the reflection in a contextualized way. Consequently, the utopia is reaffirmed as the goal that is on the horizon and that, every time the system approaches, moves further away. It starts from the historical path of Educational public policy; then, continues with the elements of the repre-sentations and, finally, the utopia of the Educational system, represented in the inclusion policy, is proposedEl presente artículo hace referencia a la configuración de la política de inclusión. Este planteamiento requiere un análisis desde las representaciones que se tiene respecto de la gestión educativa en la implementación de la política; de allí que su propósito sea comprender la configuración de la inclusión como política y las representaciones de la gestión educativa para su implementación. En este sentido, la reflexión se desarrolla desde una investigación con alcance descrip-tivo, que busca especificar la configuración de la política desde la filosofía. Durante el proceso de investigación el diseño transeccional descriptivo permitió presentar el origen de la inclusión de forma transversal a la gestión educativa, y el método de datos secundarios implicó la revisión de la evolución de la po-lítica pública de inclusión en Colombia, con el fin de favorecer la reflexión de manera contextualizada. De esta manera, se reafirma la utopía como la meta que se encuentra en el horizonte y que, cada vez que el sistema se acerca, esta se aleja más. Se parte del recorrido histórico de la política pública educativa; luego, se continúa con los elementos de las representaciones y, por último, se plantea la utopía del sistema educativo, representada en la política de inclusió