dc.creator |
Paška Peter |
|
dc.date |
2011-01-01T00:00:00Z |
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dc.date.accessioned |
2015-07-20T22:09:10Z |
|
dc.date.available |
2015-07-20T22:09:10Z |
|
dc.identifier |
1335-003X |
|
dc.identifier |
https://doaj.org/article/ebfacdb2856546d698d8634031ca2d49 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/12568 |
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dc.description |
In the first part of the contribution we theoretically deal with PDCA cycle as a component of TQM philosophy, its origin, implementation and functioning in education. In this part we also go through the quality of education and three approaches to it and we also deal with its system of components. The end of this part is complemented by management of education quality and its key procedures. In the second part of the contribution we analyse achieved current results in application of PDCA cycle as a component of modified TQM philosophy. Here we analyse only current results in the field of education quality and cognitive results of students (current tests). We do not treat fulfilment and unfulfillment of education quality - this is the subject of another contribution (verification of hypothesis). In the contribution are presented current results of dissertation thesis on the topic: Introduction and implementation of quality management on Secondary Professional and Vocational Schools.V prvej časti príspevku sa teoreticky zaoberáme PDCA cyklom ako prvkom filozofie TQM jeho vznikom, implementovaním a fungovaním vo výučbe. V tejto časti ďalej prechádzame cez kvalitu výučby a tromi prístupmi k nej, zaoberáme sa aj jej systémom prvkov. Záver dopĺňame o riadenie kvality výučby a jej kľúčových procesov. V druhej časti príspevku rozoberáme dosiahnuté priebežné výsledky pri aplikácia PDCA cyklu ako prvku modifikovanej filozofie TQM. Tu rozoberáme len priebežné výsledky v oblasti kvality výučby a kognitívnych výsledkov žiakov (priebežné testy). Nehovoríme o naplnení a nenaplnení kvality výučby, táto časť je predmetom ďalšieho príspevku (overenie hypotéz). V príspevku sú prezentované priebežné výsledky dizertačnej práce na tému: Zavedenie a uplatnenie manažérstva kvality na SPŠ, SOU. |
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dc.language |
Slovak |
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dc.language |
Czech |
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dc.language |
English |
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dc.publisher |
Združenie SLOVDIDAC |
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dc.relation |
http://technologiavzdelavania.ukf.sk/index.php/tv/article/view/1343 |
|
dc.relation |
https://doaj.org/toc/1335-003X |
|
dc.source |
Technológia vzdelávania, Vol 19, Iss 1, Pp 10-15 (2011) |
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dc.subject |
Quality of school |
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dc.subject |
Education quality |
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dc.subject |
Cognitive results of students |
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dc.subject |
School partners |
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dc.subject |
TQM – complex quality management. PDCA cycle |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
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dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Education (General) |
|
dc.subject |
L7-991 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
CONTINUOUS MONITORING OF THE QUALITY OF TEACHING AND OGNITIVE RESULTS OF PUPILS IN THE PROCESS OF IMPLEMENTING / Priebežné sledovanie kvality výučby a kognitívnych výsledkov žiakov v procese implementácie filozofie TQM (PDCA cyklu) do výučby predmetu architektúra |
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dc.type |
article |
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