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Thomas Barr Greenfield (1930–1992) was a Canadian scholar, whose ideas have been influential in the study of educational administration. Greenfield argued against the positivist orientation of the so-called Theory Movement in educational administration, and proposed a subjectivist approach to the study of educational administration.
Learning styles refer to a range of theories that aim to account for differences in individuals' learning. [1] Although there is ample evidence that individuals express personal preferences on how they prefer to receive information, [2]: 108 few studies have found validity in using learning styles in education.
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom.
Education sciences, [1] also known as education studies, education theory, and traditionally called pedagogy, [2] seek to describe, understand, and prescribe education including education policy. Subfields include comparative education , educational research , instructional theory , curriculum theory and psychology , philosophy , sociology ...
Some symbols follow accepted constitutional or diplomatic standards: flags, sashes, entrance Marches or a medallion or necklace. The use of the symbols mostly occurs for domestic purposes. Examples of such symbols include the American presidential march "Hail to the Chief", and the presidential sashes worn by the presidents of Latin America ...
Pages in category "American educational theorists" The following 200 pages are in this category, out of approximately 213 total. This list may not reflect recent changes .
Pages in category "20th-century educational theorists" The following 40 pages are in this category, out of 40 total. This list may not reflect recent changes .
Social justice educational leadership emphasizes the belief that all students can and will reach proficiency, without exceptions or excuses, and that schools ought to be organized to advance the equitable learning of all students. Rather than focusing on one group of students who traditionally struggle, or who traditionally succeed, social ...