Project Management in Schools: New Conceptualizations, Orientations, and Applications

ISBN-13: 9783319786070 / Angielski / Twarda / 2018 / 134 str.

Miri Yemini; Izhar Oplatka; Netta Sagie

Opis

This book provides a comprehensive overview of various models and practices of implementing project management in schools, and conceptualizes the processes of adaptation and development of project management curricula within the unique context of the contemporary school environment.

Spis treści

Chapter 1. Implementing project management in schools 

Chapter 2. Project initiation

Chapter 3. Educational planning and its unique characteristics

Chapter 4. Project Implementation

Chapter 5. Project termination

Chapter 6. Project monitoring, control and evaluation – the unique aspects of projects in schools

O autorze

Miri Yemini is Comparative Education Scholar in the School of Education at Tel Aviv University, Israel, and a Visiting Senior Lecturer at UCL Institute of Education, UK. Her research interests include agency in education, globalization, and internationalization in education. 

Izhar Oplatka is Professor of Educational Administration and Leadership in the School of Education at Tel Aviv University, Israel. Oplatka’s research focuses on the lives and careers of school teachers and principals, educational marketing, emotions and educational administration, and the foundations of educational administration as a field of study.

Netta Sagie is a lawyer, social activist and a doctoral student in the School of Education at Tel Aviv University, Israel. Her main research interests include educational entrepreneurship and entrepreneurship policy in the education system.

Blurb

This book provides a comprehensive overview of various models and practices of implementing project management in schools, and conceptualizes the processes of adaptation and development of project management curricula within the unique context of the contemporary school environment. By presenting the general theories and research on project management and adapting these theories to educational organizations and to this specific audience, the authors open a new and promising niche for teaching, research, and practice.