The Function of Educational Administration in the Processes of Cultural Transmission.

Autor/in	Bates, Richard J.
Titel	The Function of Educational Administration in the Processes of Cultural Transmission.
Quelle	(1980), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Bureaucracy; Competency Based Education; Curriculum Development; Educational Administration; Educational Philosophy; Educational Technology; Epistemology; Instruction; Power Structure; Socialization; Teaching Methods + Suchen Sie Ihr Suchwort? Bürokratie; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsphilosophie; Erziehungsphilosophie; Unterrichtsmedien; Erkenntnistheorie; Teaching process; Unterrichtsprozess; Socialisation; Sozialisation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A study of the implementation of a rational/bureaucratic model of knowledge in classrooms suggests that current modes of educational administration are based on control, via rational planning, of social relations, individual consciousness, and epistemology. Bureaucratic organization and professionalism enjoy a symbiotic relationship, combined with an increasingly dominant technological rationality that encourages the prescription of educational inputs and expected outcomes. This leads to a physical impoverishment of schools as well as the obscuring of certain interests and encourages the depoliticizing of cultural transmission, the denial of the validity of certain questions, and the trivializing of socialization. In addition, the development of sophisticated curriculum packages transforms the relationship between teacher and student, since teachers can now be held accountable for the mastery of prespecified goals (as in competency-based education). Teachers focus on methods of teaching rather than on purpose and content. In evaluation as in curriculum and pedagogy, administrative reliance on technological rationality appears to influence content, organization, and transmission of knowledge. (Author/WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC