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| 제1부 교육행정의 이론적 기저
제1장 교육행정의 기초 ····························································11
제1절 교육행정의 개념 ·······················································11
제2절 교육행정학의 학문적 성격 ·············································25
제3절 교육행정의 원리 ·······················································32
제2장 교육행정 이론의 발달 ······················································39
제1절 구조중심 접근 ·························································39
제2절 인간중심 접근 ·························································52
제3절 정치적 접근 ···························································60
제4절 문화적 접근 ···························································65
제3장 교육행정의 과정 ····························································73
제1절 교육행정 과정의 의의 ·················································73
제2절 일반 경영 및 행정의 과정 ············································76
제3절 교육행정의 과정 ·······················································79
제4절 행정과정의 요소 종합 ·················································91
제4장 동기이론 ·····································································97
제1절 동기의 개념 ···························································97
제2절 동기의 내용이론 ·······················································98
제3절 동기의 과정이론 ······················································108
제5장 지도성 이론 ································································121
제1절 지도성의 개념과 의의 ················································121
제2절 지도성에 대한 접근 방법 ············································124
제3절 새로운 지도성 이론 ··················································144
제2부 교육행정의 과정별 이론과 실제
제6장 교육기획론 ·································································161
제1절 교육기획의 기초 ······················································161
제2절 기획의 유형 ··························································170
제3절 기획에 대한 논쟁 ····················································175
제4절 교육기획의 접근 ······················································183
제7장 교육정책론 ·································································197
제1절 교육정책의 기초 ······················································197
제2절 교육정책의 과정 ······················································201
제3절 교육정책의 과정과 참여자 ···········································216
제8장 교육조직론 ·································································225
제1절 조직 이해의 기초 ····················································225
제2절 조직의 형태와 유형 ··················································240
제3절 학교 조직의 특징 ····················································247
제4절 한국의 교육행정 조직 ················································249
제9장 교원인사행정론 ····························································267
제1절 교원인사행정의 기초 ·················································267
제2절 교원자격 및 자격검정제도 ···········································269
제3절 교사 신규채용 ························································273
제4절 현직연수 ······························································280
제5절 교사평가 ······························································288
제6절 승진 ··································································298
제10장 의사소통론 ·································································309
제1절 의사소통의 개념 ······················································309
제2절 의사소통의 과정 ······················································311
제3절 의사소통의 유형 ······················································315
제4절 의사소통의 기법 ······················································323
제11장 교육재정론 ·································································337
제1절 교육재정의 개념과 원리 ··············································337
제2절 교육재원의 구조와 현황 ··············································343
제3절 교육재정 배분의 구조와 현황 ········································346
제4절 교육재정의 문제점과 과제 ···········································350
제3부 교육행정 및 학교경영의 주요과제
제12장 교원의 전문성 개발 ·······················································361
제1절 교사 전문성 개발(Teacher Professional Development) ·········361
제2절 장학 ··································································367
제3절 학교컨설팅 ···························································389
제4절 교사 전문적 학습 공동체 ············································403
제13장 학교경영 및 학급경영 ·····················································413
제1절 학교경영 ······························································413
제2절 학급경영 ······························································436
제14장 학교평가 ····································································451
제1절 학교평가의 목적과 의의 ··············································451
제2절 학교평가 정책의 역사 ················································454
제3절 학교평가 정책의 문제와 주요 쟁점 ··································465
제15장 교육법 ······································································477
제1절 교육법의 개념과 성격 ················································477
제2절 교육법의 체계와 내용 ················································482
제3절 교육법 및 판례의 탐색 ···············································490
제4절 교원의 권리와 의무 ··················································493
찾아보기 ··············································································498 |
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저자
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김재웅
서울대학교 교육학과에서 학사와 석사를 마치고, 미국 일리노이 대학교 교육정책학 박사학위를 받았다. 한국 교육개발원에서 연구원으로 있으면서 국가 교육정책 관련 연구를 수행했고, 한국 방송 통신대학교 교수로 재직하는 동안에는 첨단 정보 통신공학과 원격 교육에 관심이 많았다. 김영삼 정부 시절 교육개혁위원회 상임 전문위원으로 5.31 교육개혁 수립과정에 참여하기도 하고, 한국 열린교육학회 회장을 역임했다. 2001년 9월부터 서강대학교에서 교육학을 가르치고 있다. 저서로는 '정치로부터 자유로운 교육' 역서로는 '원격교육학'이 있다.
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교육학에의 초대 | 김재웅 | 교육과학사
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김도기
한국교원대학교 제1대학 교육학과 교수, 학교경영연구소장이다.
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교직실무 | 김도기 | 학지사
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이윤식
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장학론 | 이윤식 | 아카데미프레스
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진동섭
저자 진동섭은 국문과에서 문학을 전공하고 교사가 되었다. 1986년 첫 고3 담임을 맡으며 입시에 뛰어들었다. 서울교육청 진학지도지 원단 운영위원장으로 진학지도 자료를 만들었으며, 연합학력평가 출제위원을 역임하고, 논술 지도를 위한 교사용 자료집을 제작했다. 교과서 편찬에도 참여해 국어 교과서와 논술 교과서 및 진로와 직업 교과서를 집필했다. 제7차 교육과정 이 학교에 적용되기 이전 해인 2001년에는 선택형 교육과정 을 학교에 적용하는 연구학교 담당 부장교사로 일했다. 학교에서 연구부장, 교무부장, 교감 등을 지내며 학교 교육 전문 가로 인정받았다. 30년의 교직 생활을 마치고 2013년 서울대 입학사정관이 되었다. 학교 교육과정을 보는 전문적 식견이 입학사정관 업무와 잘 맞았기 때문이다. 또한 대입제도 간소화 정책연구 팀원, 자기소개서·추천서 공통양식 개정 연구위원으로 활동했고, 2015 개정 교육과정을 개발하는 연구위원으로 참여했다. 2013년부터 2021년까지 교육부 교육과정심의회 위원으로 활동했다. 서울대 입학사정관을 지냈기에 영재학교를 비롯한 모든 학교의 교육 실태를 잘 아는 교육 전문가로 활동하게 되었다. 입학사정관을 그만둔 뒤에는 공교육 발전을 위해 강의 활동 및 대학원 강의를 하고 있다. 현재 한국진로진학정보원 이사로 활동하며 교육과 대입제도에 대한 식견을 바탕으로 사심 없고 정확한 정보를 제공하기 위해 노력 중이다. JTBC 드라마 〈SKY 캐슬〉 이후 전 서울대 입학사정관이라는 희귀한 이력으로 대중의 관심을 받기 시작해, MBC 관찰 예능 프로그램 〈공부가 머니?〉에서 패널로 활동하며 얼굴이 명함인 사람이 되었다. 저서로는 《입시설계, 초등부터 시작하라》(2020)가 있다.
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아이의 청해력 | 진동섭 | 포르체
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이 출판사의 관련상품 |
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형이상학의 문제의식 | 이은경,이홍우 | 교육과학사 |
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교과서에 나오는 세계미술 이야기 | 이지혜,이현경,박효진,류재만 | 교육과학사 |
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교과서에 나오는 교과서에 나오는 우리 미술 이야기 | 이현경,박효진,이지혜,고홍규,류재만 | 교육과학사 |
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아이부터 어른까지 함께하는 동화 속 철학 탐험 | 배소현,김혜숙 | 교육과학사 |
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통합사회 교육의 이해 | 박상준 | 교육과학사 |
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학교, 규율 인간을 기획하다(큰글자책) | 구수경 | 학이시습 |
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학교, 규율 인간을 기획하다 | 구수경 | 학이시습 |
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교사가 아프다 | 송원재 | 살림터 |
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학교 내부자들 | 박순걸 | 교육과실천 |
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고객님의 책임 있는 사유로 상품 등이 멸실 또는 훼손된 경우는 불가능합니다. (단, 상품의 내용을 확인하기 위하여 포장 등을 훼손한 경우는 제외) |
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시간이 지남에 따라 재판매가 곤란할 정도로 물품의 가치가 떨어진 경우는 불가능합니다. |
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포장 개봉되어 상품 가치가 훼손된 경우는 불가능합니다. |
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| 다배송지의 경우 반품 환불 |
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다배송지의 경우 다른 지역의 반품을 동시에 진행할 수 없습니다. |
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1개 지역의 반품이 완료된 후 다른 지역 반품을 진행할 수 있으므로, 이점 양해해 주시기 바랍니다. |
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, 260원
520P 적립(2%)
