생몰정보
소속
직위
직업
활동분야
주기
서지
국회도서관 서비스 이용에 대한 안내를 해드립니다.
검색결과 (전체 1건)
원문 아이콘이 없는 경우 국회도서관 방문 시 책자로 이용 가능
목차보기더보기
제1부 교육행정의 이론적 기저제1장 교육행정의 기초 ····························································11제1절 교육행정의 개념 ·······················································11제2절 교육행정학의 학문적 성격 ·············································25제3절 교육행정의 원리 ·······················································32제2장 교육행정 이론의 발달 ······················································39제1절 구조중심 접근 ·························································39제2절 인간중심 접근 ·························································52제3절 정치적 접근 ···························································60제4절 문화적 접근 ···························································65제3장 교육행정의 과정 ····························································73제1절 교육행정 과정의 의의 ·················································73제2절 일반 경영 및 행정의 과정 ············································76제3절 교육행정의 과정 ·······················································79제4절 행정과정의 요소 종합 ·················································91제4장 동기이론 ·····································································97제1절 동기의 개념 ···························································97제2절 동기의 내용이론 ·······················································98제3절 동기의 과정이론 ······················································108제5장 지도성 이론 ································································121제1절 지도성의 개념과 의의 ················································121제2절 지도성에 대한 접근 방법 ············································124제3절 새로운 지도성 이론 ··················································144제2부 교육행정의 과정별 이론과 실제제6장 교육기획론 ·································································161제1절 교육기획의 기초 ······················································161제2절 기획의 유형 ··························································170제3절 기획에 대한 논쟁 ····················································175제4절 교육기획의 접근 ······················································183제7장 교육정책론 ·································································197제1절 교육정책의 기초 ······················································197제2절 교육정책의 과정 ······················································201제3절 교육정책의 과정과 참여자 ···········································216제8장 교육조직론 ·································································225제1절 조직 이해의 기초 ····················································225제2절 조직의 형태와 유형 ··················································240제3절 학교 조직의 특징 ····················································247제4절 한국의 교육행정 조직 ················································249제9장 교원인사행정론 ····························································267제1절 교원인사행정의 기초 ·················································267제2절 교원자격 및 자격검정제도 ···········································269제3절 교사 신규채용 ························································273제4절 현직연수 ······························································280제5절 교사평가 ······························································288제6절 승진 ··································································298제10장 의사소통론 ·································································309제1절 의사소통의 개념 ······················································309제2절 의사소통의 과정 ······················································311제3절 의사소통의 유형 ······················································315제4절 의사소통의 기법 ······················································323제11장 교육재정론 ·································································337제1절 교육재정의 개념과 원리 ··············································337제2절 교육재원의 구조와 현황 ··············································343제3절 교육재정 배분의 구조와 현황 ········································346제4절 교육재정의 문제점과 과제 ···········································350제3부 교육행정 및 학교경영의 주요과제제12장 교원의 전문성 개발 ·······················································361제1절 교사 전문성 개발(Teacher Professional Development) ·········361제2절 장학 ··································································367제3절 학교컨설팅 ···························································389제4절 교사 전문적 학습 공동체 ············································403제13장 학교경영 및 학급경영 ·····················································413제1절 학교경영 ······························································413제2절 학급경영 ······························································436제14장 학교평가 ····································································451제1절 학교평가의 목적과 의의 ··············································451제2절 학교평가 정책의 역사 ················································454제3절 학교평가 정책의 문제와 주요 쟁점 ··································465제15장 교육법 ······································································477제1절 교육법의 개념과 성격 ················································477제2절 교육법의 체계와 내용 ················································482제3절 교육법 및 판례의 탐색 ···············································490제4절 교원의 권리와 의무 ··················································493찾아보기 ··············································································498
이용현황보기
가상서가
원문구축 및 2018년 이후 자료는 524호에서 직접 열람하십시요.
도서위치안내: 사회과학자료실(208호) / 서가번호: 22
우편복사 목록담기를 완료하였습니다.
* 표시는 필수사항 입니다.
* 주의: 국회도서관 이용자 모두에게 공유서재로 서비스 됩니다.
저장 되었습니다.
로그인을 하시려면 아이디와 비밀번호를 입력해주세요. 모바일 간편 열람증으로 입실한 경우 회원가입을 해야합니다.
공용 PC이므로 한번 더 로그인 해 주시기 바랍니다.
아이디 또는 비밀번호를 확인해주세요