| 1. | On non - power influence of a school manager
浅谈学校管理者的非权力影响力 |
| 2. | Raising the comprehensive quality of school managers by improving the work of training them
借鉴发达国家管理经验提高社团工作人员素质 |
| 3. | Monitoring sponsoring bodies in the appointment of school managers , supervisors and principals
监管办学团体委聘校董校监及校长的事宜 |
| 4. | School manager can work followed the five suggestions offered at the end of the thesis
在本文的最后，笔者建议学校管理者可以从五个方面去重构学校文化，推动学校的变革和发展。 |
| 5. | Six training workshops featuring environmental management and education were arranged for school managers , teachers and non - teaching staff
环保会举办了六个环境管理及教育培训课程，供学校的管理层教师及非教学人员参加。 |
| 6. | In the end of this essay , suggestion is given to school managers and lots of examples are collected on the basis of investigation following by
本文的最后还对学校管理者提出了建议，并在访谈的基础上收集了一些案例附录其后。 |
| 7. | In part three , with the analysis in the former parts , the author aims at all these influencing factors and discusses the countermeasures for the school managers
第三部分是在前部分影响因素分析的基础上，针对各影响因素分别进行了管理对策的探讨。 |
| 8. | A set of guidelines has been released to help school lunch suppliers and school managers provide lunch boxes of well - balanced food for whole - day primary school students
为了配合这项运动而发出的小学午膳营养指引，有助膳食供应商和校方为全日制小学生提供营养均衡的午餐饭盒。 |
| 9. | From the point of school managers , class moral educational management should be put into the school moral education management systems and the guidance of class moral educational management should be strengthened
从学校管理者角度讲，班级德育管理是学校德育管理体系的重要组成部分，必须加强对班级德育管理工作的指导。 |
| 10. | In curriculum change , school managers need to overcome the pure technical concept . they should construct institution as a kind of culture to make school become educational mechanism and learning organization
在当前的课程改革中，学校管理者要克服单纯的技术主义的改革观，重视学校制度文化的重构，将学校建设成教育性机构，建设成学习型组织。 |
