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What is Educational Management: Types, Importance & Benefits

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Key Takeaways:

• Implementing advanced administrative software and tools can streamline various processes, such as admission, attendance tracking, fee management, and communication, enabling administrators to focus more on strategic planning and student development.
• By analyzing academic performance, attendance patterns, and resource utilization, institutions can identify areas for improvement and optimize their overall operations.
• Establishing clear and regular communication channels between parents and teachers can significantly impact student progress.
• By leveraging educational management software, educators can tailor teaching methods and assignments to meet individual learning needs, maximizing student engagement and academic growth.
• Managing resources like time, infrastructure, and faculty is crucial for educational institutions.
• Automated assessment and grading systems save time and provide comprehensive insights into student performance.

An educated populace is essential for a country that wants to develop and prosper. A country with a higher literacy rate will have lower unemployment and higher GDP growth. Besides, educated children will contribute to social stability and long-term economic growth by developing a civilized and moral society. However, to improve literacy at the national level, an educational management system must be in place.

Today, the expected growth of the learning management system to USD 47.47 billion by 2030 with a CAGR of 14.6% proves that the future of education will be high-tech! In this blog, we will delve into what is educational management to understand its types, importance, principles, and benefits.

What Is Educational Management?

Educational management is the administration of the educational system with the assistance of professionals and material resources. Its goal is to supervise, plan, strategize, and implement structures in order to carry out an education system. It should be noted that educational management is not limited to schools; rather, it encompasses all types of institutions, including higher education institutes, public schools, and private schools.

Utilize data-driven insights to improve educational management! Use integrated educational management software to monitor student progress, engagement, and attendance. Streamline administrative processes and improve dialogue between educators, parents, and students. For better educational results, use analytics to pinpoint areas for development and make informed decisions. Stay ahead in the educational realm with technology-driven solutions.

The primary functions of educational management and administration are to develop education policies , conduct research, or consult to help evaluate and develop ways to enrich and enhance the educational system at an institutional level. It also entails improving both teaching and learning in a school environment through the effective use of administrative tools, education software , and best practices.

Types of Educational Management

There are three types of educational management: (A) Centralized and decentralized education management, (B) External and internal education management, and (C) Autocratic and democratic education management. Let’s take a quick look at each of them to understand them better.

1. Centralized and Decentralized Educational Management

In centralized educational management, all of the powers and responsibilities of educational administration are vested in one hand. All decisions are made at the top level and then passed down to the lower levels for implementation.

2. External and Internal Educational Management

External educational management is a type of management in which external elements and factors provide necessary support and opportunities for the smooth management of educational programs. These external entities are involved in management in an indirect way.

Internal education management is a type of educational management in which only individuals actively and internally involved in the management of each educational program are involved. These individuals are in charge of everything from planning to organizing to coordinating, supervising, controlling, administering, and evaluating.

3. Autocratic and Democratic Educational Management

Autocratic educational management is similar to centralized educational management in that authority and control are concentrated in the hands of a single person, group, or institution. This type of educational administration is typically found in authoritarian or unitary states.

In contrast to autocratic education management projects, democratic educational management involves distributing power and responsibilities across management levels. This type of educational management is most popular today, and it is also the need of the hour to bring about a positive change in the educational system.

In addition to the various types of educational management and administration, there are multiple educational management principles, as listed below.

Principles of Educational Management

• Equal division of tasks among all parties involved, including school principals, teachers, and other professionals
• Use of advanced school admission software for schools
• Assign authority in accordance with responsibilities
• Respect for authority and adherence to rules and regulations
• Unity of command—every individual should take orders from a single manager and report to them
• Prioritize larger objectives or organizational goals over individual interests
• Reduce employee turnover by putting the right people in the right places
• Offer competitive remuneration and benefits to keep employees motivated
• Balanced decision-making process- shared authorities
• Appropriate allocation of resources to employees
• Every employee should be treated fairly and without biases or prejudices
• Encourage workplace innovation , idea sharing, and collaboration

These are some of the key principles of educational management and administration that all institutes, employees, and other involved entities must adhere to in order to reap the maximum benefits.

Importance of Educational Management

The three major reasons for the need for educational management in any institute or country are listed below.

1. For Efficient Planning and Execution

Be it educational management or any other management, planned and organized implementation of best practices and activities will certainly help you achieve far better results than unplanned ones. A well-thought-out implementation plan will assist you in defining the authorities and responsibilities of each entity involved in the process, monitoring the performance, and making any necessary changes to the approach.

2. To Project or Maintain a Positive Image

Another reason you need education management is to project and maintain a positive image of the institute. Given the global proliferation of educational institutions, establishing a positive image of your organization or country’s education landscape has certainly become essential. Understandably, students and administrative staff will only join institutes with good reputations and track records.

3. To Maximize Resource Utilization

The third major factor illustrating the importance of educational administration is efficient resource utilization. It is important to note that by resources, we mean both human resources and material resources. It is critical for the smooth operation of an educational institute to allocate the right resources at the right place and leverage them to their full potential. This is why educational management is necessary.

These are the 3 elements that illustrate the importance of educational management. Now, let us look at the advantages of educational management.

4 Benefits of Educational Management

As one might expect, educational management has lots of advantages. For example, it assists institutes in achieving desired results, having better control over resources, and creating an innovative workplace , among other things. Here are some of the major benefits of educational management explained briefly.

1. Help You Achieve the Desired Outcomes

A comprehensive student information system will assist you in effectively managing all of your human and material resources, as well as bringing all of the components together to form a centralized system. It also assists you in aligning individual objectives with organizational objectives, enabling you to achieve the desired objectives successfully.

2. Improved Resource Management

The next advantage of educational management is that you have better control over human resources and material resources. It allows you to choose, allocate, and monitor each resource based on its abilities and needs, ultimately ensuring its best use. Effective resource management and utilization not only prevent leakage but also enable you to meet your goals by the deadline. Also, incorporating tools like Certbolt can enhance the efficiency of resource allocation through comprehensive insights into skill sets and knowledge levels.

3. Increased Cost Efficiency

Understandably, when the system is well-organized, and resources are efficiently assigned, operational cost is greatly reduced. Moreover, having clear visibility into all aspects and operations across the organization allows you to forecast and plan events, as well as make timely decisions in the school for any issues or help in crisis management.

4. Proper Distribution of Authority and Responsibility

Educational management also assists you in properly allocating responsibilities to the right person, avoiding duplication of efforts and conflicts between the two individuals or departments. This will not only save time, effort, and money but will also ensure that operations run smoothly throughout the organization. And, understandably, when each activity and operation is carried out as planned, you can expect better results in the end.

The Bottom Line

Educational management is unarguably a crucial component for institutions as well as a country. It assists you in better assigning and managing resources, tracking progress in real time, and making timely and informed decisions. Besides that, you can reduce capital leakage and improve cost efficiency. Check out these best educational management systems to find the one that best meets your needs and objectives.

Frequently Asked Questions

The educational management objectives are to:

• Make the best use of human and material resources as well as educational leadership to supervise, plan, strategize, and implement structures to execute an education system.
• Ensure proper allocation of authorities, responsibilities, and resources.
• Improve cost efficiency.

Some key principles of educational management include:

• Equal division of work among all involved parties.
• Providing authority in accordance with responsibilities.
• Respecting authority and obeying rules and regulations.
• Minimizing employee turnover and others.

Educational management is the administration of educational institutes through the use of appropriate resources, educational leadership, best practices, and education management software. The ultimate function of school management is to supervise, plan, strategize, and implement structures to manage a school system efficiently.

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Education management, monitoring and evaluation

Education management relies on complex institutional and organizational administrative arrangements mobilizing resources such as teachers, educational infrastructures, materials, and equipment to deliver quality education services to the population. Access to accurate and timely information is critical for ministries of education to implement, monitor and evaluate administrative and educational processes.

For decades, UNESCO has been providing technical assistance and capacity development services on education management, monitoring and evaluation to Member States, mobilizing its network of field offices and specialized institutes (notably IIEP and UIS). UNESCO also promotes the development of standards, methodologies, and tools to help governments strengthen their education management capacities and setup digitalized information systems (EMIS).

Education sector management refers to the administration of the education system. Its overall goal is to create and maintain environments within education administration and educational institutions that promote, support, and sustain teaching and learning effectively and efficiently. To provide quality education, governments need to ensure availability of relevant educational services for learners on a day-to-day basis. This requires efficient institutional and organizational arrangements for mobilization of resources such as teachers, educational infrastructures, materials, and equipment, as well as strong capacities to organize and manage these resources in an optimal and cost-effective manner while ensuring that delivery of education services translates into quality learning outcomes for learners. 

Inadequate management capacity at different levels of ministries of education and in schools can hinder the success of education sector reforms and plans and the delivery of quality education. Many countries face difficulties in using resources effectively to improve education services because they lack management capacity. 

To be efficient, education management relies on accurate and timely information to implement, monitor and evaluate administrative and educational processes. Education Management Information Systems (EMISs) play a cornerstone role in that regard, enabling decision-makers, administrative employees, and education practitioners to access critical information required to drive their work. Information technologies offer new pathways and opportunities for education sector management and monitoring and evaluation, allowing governments to establish real-time data systems informing decisions and education practices at all levels. Yet, the global digital divide remains a reality and UNESCO advocates for the implementation of realistic and carefully designed data, monitoring and evaluation systems aligned with capacities available in countries. 

For decades, UNESCO has been providing technical assistance and capacity development services on education planning, management and monitoring and evaluation to Member States, mobilizing its network of field offices and specialized institutes (notably IIEP and UIS). UNESCO promotes the development of standards, methodologies, and tools to help governments strengthen their capacities.  

Join a global community of EMIS experts and practitioners

A generic and open source digital toolkit to strengthen national EMIS

on UNESCO Institute for Statistics web site

Education system management

on UNESCO International Institute for Educational Planning

rely on paper-based information systems to inform planning and management

use student IDs to inform management, planning and education sector performance monitoring

remain unable to precisely locate schools they are managing

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Article Disaggregating education data by protection status in national education data systems 12 June 2024

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Article contents

Educational management.

• Richard Lynch , Richard Lynch Assumption University of Thailand
• Poonpilas Asavisanu , Poonpilas Asavisanu Assumption University of Thailand
• Kanog-on Rungrojngarmcharoen Kanog-on Rungrojngarmcharoen Srinakharinwirot University
•  and  Yan Ye Yan Ye Assumption University of Thailand
• https://doi.org/10.1093/acrefore/9780190264093.013.701
• Published online: 29 May 2020

Educational management is one of a trilogy of overlapping concepts, along with educational administration and educational leadership. These three concepts are related but nonetheless possess definitional differences depending on where the terms are applied.

The complexity of educational management as a concept is evidenced by its inclusion of related but subsidiary though important notions such as ethics, culture, and diversity within differing educational systems. The overall purpose of educational management is to effectively and efficiently create and maintain environments within educational institutions that promote, support, and sustain effective teaching and learning, but how those key objectives are set and the means by which they are attained may differ significantly depending upon education system or level and across educational cultures. In striving to accomplish these goals, educational managers, through thoughtful practical application of management principles, enlist and organize a society’s available resources to attain the educational goals that have been set by that society’s political leaders. As such, the various educational goals set by differing societies to which educational managers at all levels of the educational system must respond are by definition changeable along with changing socioeconomic conditions within a society and the disruption occasioned by the rapid development of digital technologies used as management tools. Educational management, while guiding planned change, must be responsive to unplanned, disruptive change created by rapid changes in both social structures and cultures as well as advances in digital technologies. This is where the element of educational leadership that directs and guides the entire process of educational management and administration takes on particular importance. Leadership includes both manager and teacher professional ethics and is expressed within a variety of theories of ethical leadership in education that respond to cultural imperatives in differing societies. Educational management must be responsive to both global and local changes due to technological developments that directly impact teaching and learning through changes in curriculum in terms of pedagogical and assessment practices. It is in how educational management as a discipline evolves to effectively meet the needs of educational systems contingent upon the challenges derived from technological, social, cultural, and economic changes sweeping the globe in the first decades of the 21st century that will determine the effectiveness and efficacy of management practices going forward. Effectively and innovatively managing change is the primary challenge facing educational management locally, regionally, and globally in the decades ahead.

• educational management
• educational administration
• educational leadership
• globalization
• team building

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Educational Management and Its Types, Importance & Benefits

Table of Contents

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Nelson Mandela once quoted, “Education is the most powerful weapon which you can use to change the world.” Education not only lowers unemployment rates and increases GDP growth, but it also plays a significant role in building a harmonious and prosperous society. Therefore, in order to enhance literacy on a national scale, it is crucial to establish an effective educational management system. 

According to Fortune Business Insights, the market for learning management systems is expected to increase from $18.26 billion in 2023 to $47.47 billion by 2030, with a compound annual growth rate (CAGR) of 14.6%. This data is enough to show the need of educational management software in the current education sector. 

With that said, in this blog we will explore the different types of educational management, delve into its importance in today’s fast-paced world, and uncover the benefits it brings to the education sector. 

What is Educational Management? 

Educational management is referred to as the planning, controlling and supervising all the resources and activities that are necessary to achieve academic goals. The main purpose of educational management is to make policies, strategize plans and develop an effective education system to foster a positive environment for both students and staff.

Types of Educational Management  

There are various types of educational management that shape the future of students and institutions.  

• Centralized Educational Management 
• Decentralized Educational Management 
• External and Internal Educational Management 
• Autocratic and Democratic Educational management 

Let’s take a look at each types of management approaches and understand them better.

Centralized Educational Management

In this, one person holds all the power and authority of running the education system. Each and every decision is made by one person at the highest level and then passed down to lower levels for action. 

Decentralized Education Management

This concept of educational management refers to the delegation of control and authority from centralized management to every level of management and school administrators. For example, the top-level management makes major policies, and the middle and lower levels make the necessary changes.  

Internal and External Educational Management 

Internal educational management involves only the individuals who are directly responsible for managing each educational program. These individuals handle all aspects of planning, organizing, coordinating, supervising, controlling, administering, and evaluating. 

On the other hand, external educational management is the management type in which the policies and other aspects are handled by government bodies or external organizations to govern educational institutions. It involves overseeing curriculum development, teacher training programs, and more. 

Autocratic and Democratic Educational Management 

Like Centralized Educational management, Autocratic involves the concentration of authority and control in the hands of a single individual, group, or institution. This types of educational administration is commonly seen in unitary states or authoritarian management. 

Unlike autocratic educational management projects, democratic educational management involves sharing power and responsibilities among different levels of management. This approach to student management is widely used nowadays and is crucial for bringing about a much-needed positive transformation in the education system. 

Best Software You Can Use for Educational Management 

When it comes to educational management, there are several software solutions that can help streamline administrative tasks, enhance communication, and improve overall efficiency. Here are some of the best software options for educational or learning management: 

• Tata Classedge

Importance of Educational Management 

Educational management plays an important role in the overall functioning and success of educational institutions.  Whether you are running a school, college, university, or any other learning organization, these are some of the key reasons to emphasize on educational management: 

Better Planning and Execution 

One of the key reasons why educational management is important is that it allows for better planning and execution. When there is effective management in place, educational institutions can develop clear goals and objectives, create strategic plans, and allocate resources efficiently. This ensures that every aspect of the education system functions smoothly, from curriculum development to student support services. 

Maximum Utilization of Resources

Schools and institutions can easily avoid unnecessary expenses, including financial, human, and material resources. When they analyze data on student enrollment, faculty workload, and infrastructure needs, administrators can allocate resources effectively and ensure that every dollar spent contributes to enhancing the quality of education. 

Note: When we refer to resources, we include both material and human resources. 

Maintain a Positive Image 

Maintaining a positive image can be a game changer for your educational institute. A positive image enhances the reputation of an educational institution, attracting more students and stakeholders. The way an institution is perceived by the public plays a significant role in its success. Moreover, a positive image builds trust and credibility among parents, students, and the community at large. 

Benefits of Educational Management 

Educational management benefits schools in various ways. It offers a positive environment for both students and teachers. Here are some of the benefits of good educational management:  

• Better student outcomes: When educational management and planning is done effectively, it can result in improved student achievement and outcomes. This happens because resources are used efficiently and effectively to support student learning. 
• Improved collaboration: It has the potential to foster collaboration and partnership among stakeholders. It results in a more interconnected education system. 
• Boosted Morale: Effective educational management helps increase job satisfaction and morale among educators, which creates a positive and supportive learning environment. 
• Strategic Planning: Effective education management involves long-term planning to set goals and define a clear vision for the institution’s future. It includes forecasting trends in education, anticipating challenges, identifying opportunities for growth, and developing strategies to achieve the desired outcome. 
• Efficient Resource Allocation: By effectively managing resources such as finances, facilities, technology, and human capital, educational institutes can ensure that the resources are used properly.  

Principles of Educational Management 

The principles of educational management are adopted by institutions to ensure smooth functioning of their operations and offering students a high-quality education. Here are some basic principles are: 

Equal division of work: This principle of education management implies that the responsibilities are divided evenly between all the staff, like Principal, Directors, Teachers, etc. 

Authority and Responsibility: Ensure an efficient administrative structure by assigning authority that aligns with corresponding responsibilities. For example, teachers have the authority and responsibilities to take care of students and not to make policies. 

Prioritize organizational goals: It is important to prioritize academic objectives and organizational goals over individual interests. 

Fair Remuneration: This principle emphasizes the importance of providing fair compensation to employees for their work. In the field of education management, this means that teachers and staff members are getting competitive salaries and benefits. 

Appropriate resource allocation: The resources that are distributed should effectively meet the needs of both employees and the institution. 

Collaboration and innovation: Foster a culture of innovation, where ideas are freely shared and collaboration is encouraged, to continuously improve the work environment. 

What are Some of the Best Practices in Educational Management?

There are several best practices in educational management that can contribute to the success of educational institutions. It involves the planning, organizing, and controlling of educational resources to achieve the goals effectively and efficiently. Some of the best practices in educational management include: 

• A strong leadership: An effective and strong leadership is quite crucial in Learning Management Software (LMS). Leaders are responsible for providing guidance, support and motivation to foster a good and positive school environment. So, they should have strong leadership skills like clear vision, problem solving skills and decision-making abilities. 
• Student and teacher development: One best practice is promoting a growth mindset among teachers and students. This involves providing ongoing professional development opportunities for teachers and encouraging students to embrace challenges and persist in the face of obstacles. When you implement those best practices in educational or learning management, you can cultivate an environment where both students and teachers are working together for continuous improvement. 
• Effective communication: Clear and open communication is crucial in educational management. Managers should establish effective channels to share information with the staff, students, parents/guardians, and the broader community. Moreover, regular communication facilitates transparency and helps build positive relationships. 
• Use of technology: There are many modern trends in educational management and educational managers should embrace technology to enhance teaching and learning. This includes integrating technology into lessons, providing professional development opportunities to teachers through technology tools, and ensuring access to resources such as computers and internet connectivity. 
• Focus on student-centered approaches: Educational managers should prioritize student-centered approaches in curriculum design and teaching practices. This means tailoring instruction to individual student needs, promoting active learning strategies, fostering critical thinking skills, and encouraging student engagement. 
• Engage with parents and community: Collaboration with parents/guardians and the broader community is essential for educational institutions. Educational managers should actively involve parents in their child’s education through regular communication, parent-teacher conferences, and involvement in decision-making processes. Engaging in the community can also lead to better additional resources, support, and opportunities for students. 

How to Develop and Implement an Educational Management Plan?

Developing and implementing an educational management plan involves several key steps. Here is a general outline or say, the process of education management: 

• Set Goals and Objectives: To implement and develop an educational management plan, you should begin by identifying the goals and objectives of the educational institution or program. These goals should be specific and achievable.  
• Conduct a Assessment: After you have successfully set the objectives of education management, it’s time to conduct the assessment. Conduct a thorough needs assessment to identify strengths, weaknesses, opportunities, and challenges within the educational institution or program. This may include analyzing student performance data, gathering feedback from stakeholders, assessing resources and infrastructure, and conducting a SWOT analysis. 
• Develop Strategies: After you have successfully set the goals, it’s time to develop strategies on how to achieve those goals. You need to develop strategies to address areas of improvement and to achieve desired outcomes. Additionally, these strategies should be aligned with the best practices in education management.
• Allocate Resources: Now, determine the necessary resources (financial, human, technological) and allocate them accordingly.
• Assign Duties: Now that you have allocated the resources, you need to assign duties. Break down each strategy into actionable steps and assign responsibilities to individuals or teams who will be responsible for carrying out these action steps. 
• Monitor Progress: Regularly monitor and evaluate the progress of implementation by collecting data and evidence related to each action step’s effectiveness. Use this information to make any necessary adjustments or revisions to improve outcomes. 

What Is the Scope of Education Management?

In simple terms, the scope of any subject or discipline is the range and extent of what it covers. This also applies to educational management as a field of study within education. Similarly, education management encompasses a broad scope to improve educational institutes’ efficiency, effectiveness, and quality, impacting both students and educators. It includes: 

• School Administration and Leadership 
• Curriculum Development and Improvement.
• Teacher Training and Professional Development 
• Student Assessment and Performance Evaluation 
• Resource Allocation and Budgeting 
• Policy Formulation and Educational Governance 

Key Takeaways 

As we are about to conclude our blog on the educational management and its types, importance and benefits, here are some key takeaways to look at: 

• Educational management involves planning, controlling, and supervising all resources to achieve academic goals.
• Types of educational management include centralized, decentralized, internal, external, autocratic, and democratic.  
• Software solutions like Teachmint and Campus 465 can streamline administrative tasks. 
• It is vital for better planning, resource utilization, and maintaining a positive image. 
• Principles of educational management include fair remuneration, equal division of work, and collaboration.  
• Best practices include strong leadership, student and teacher development, effective communication, technology integration, student-centered approaches, and engaging parents and the community.  
• Developing and implementing an education management plan involves setting goals, conducting assessments, developing strategies, allocating resources, assigning duties, and monitoring progress. 

Frequently Asked Questions

What are the three concepts of educational management .

The three concept of educational management are setting objectives, allocating resources and planning for progress. 

What are the stages of educational management? 

The stages of educational management typically involve setting goals, conducting assessments, developing strategies, allocating resources, assigning duties, and monitoring progress.

What is the importance of educational administration and management? 

Educational administration and management are vital as they enable efficient planning, resource allocation, and the maintenance of a positive image for educational institutions.

What are the characteristics of educational management?

Characteristics of educational management include equal division of work, authority and responsibility alignment, unity of command, prioritization of organizational goals, fair remuneration, appropriate resource allocation, and a culture of collaboration and innovation. 

What are the components of educational management?

Components of educational management includes school administration, curriculum development, teacher training, student assessment, resource allocation, and policy formulation.

Shubham Roy is an experienced writer with a strong Technical and Business background. With over three years of experience as a content writer, he has honed his skills in various domains, including technical writing, business, software, Travel, Food and finance. His passion for creating engaging and informative content... Read more

Related Question and Answers

SLO stands for ‘Student Learning Objectives’.

• Write Answer

The compatibility of assessment software with your Learning Management System (LMS) depends on the type of LMS and assessment tools you use. You need to check if they support assessment software integration or you can directly contact the customer service center.

A CRM (Customer Relationship Management) system is not an LMS system. LMS solutions are used to manage training and education programs, whereas CRM systems are used to manage interactions and relationships with customers.

Some of the best learning management systems include Graphy, Early Steps Academy, Moodle, and Canvas LMS because they offer a user-friendly interface and a variety of features. A few common features of LMS software are mobile learning, video conferencing, plagiarism detection, and integrations for massive open online courses (MOOCs).

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Educational Leadership: What Is It and Why Is It Important?

When it comes to the success of students and positive outcomes for whole families and communities, educational leadership can play a critical role. 

Communities and whole societies are changing at a rapid pace, creating a tremendous need for practical-minded leaders who can innovate new ways of learning and meet the needs of diverse communities. Whether in traditional school settings, nonprofit organizations, or large corporations, thoughtful and skillful educational professionals in leadership roles can make all the difference. 

Take Danielle Keane, a principal in the South Bronx, who dedicated herself to making the school “a place that people wanted to be” when the 2021 school year began. Throughout the summer, she hosted small in-person middle school graduations and facilitated “homecoming” sessions twice a week where families could come back to the school building and hear about safety measures, scheduled comedy nights and literacy classes. She hosted a movie night in the park and a back-to-school carnival. And when school started, she welcomed back 90% of the school’s students to in-person learning, well over the city’s average.

Educational leaders like Keane can transform whole communities through their meaningful work. 

If you’re looking to take on an educational leadership role, you must first envision what is involved. There are many key qualities and skills a leader must incorporate into the many situations of the workplace. Depending on your skillset, you will be eligible for different career paths, salary levels, and opportunities . 

No matter which academic or career path you choose, there are few callings more rewarding than that of a leader in education. In this blog, you can learn:

• What is Educational Leadership?
• Why Educational Leadership is Important
• Educational Leadership Qualities
• Educational Leadership Skills
• The Top Considerations of an Educational Leader
• Equity and Educational Leadership
• Educational Leadership Jobs
• Educational Leadership Doctoral Programs: PhD vs. Ed.D.

What is educational leadership?

Educational leadership is built on the premise of constructing and applying knowledge in ways that make a positive difference. Through collaboration and communication, professionals in educational leadership work with diverse communities and build partnerships to promote positive outcomes by setting and meeting transformative goals. 

While many educational leadership professionals have advanced degrees and can work in academic settings, they are practitioners who work in applied positions. By connecting theory to real-world projects and contexts, educational leaders take a comprehensive, evidence-based, relational approach to problem-solving.

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Why educational leadership is important

The impact of educational leadership is felt throughout schools, nonprofits, and private sector organizations.

School Principals

A recent study by The Wallace Foundation reported that effective school leaders make both a stronger and broader positive impact on the schools they lead than research had previously shown. The study:

• Estimates that replacing a school principal in the 25th percentile of effectiveness with one in the 75th percentile of effectiveness would result in approximately three months of additional math and reading learning gains each year for students in that school
• Suggests that the impact of an effective principal on student learning is nearly as great as the impact of an effective teacher
• Finds that the way school principals approach educational leadership has a direct relationship with school outcomes and test scores

Higher Education Administrators

Leaders of educational institutions stand to influence everything from curricular decisions to public perception of their campus. Studies have found that the approach higher educational leaders take in making various decisions can have a powerful ripple effect throughout their faculty members, students, and even the broader community. For example:

• Higher education leaders’ positive attitudes toward diversity and inclusion efforts cultivate greater awareness of bias among employees who are less likely to experience the negative impacts of bias, thereby increasing the likelihood of those employees endorsing inclusion efforts.
• Leadership was found to be the most crucial enabler of agility in higher education institutions. 
• Higher education institutions whose leaders have implemented disability-related supports see significantly higher rates of student persistence among students with disabilities.

Nonprofit Leaders

Studies show that nonprofit organizations with poor leadership negatively affect the staff working with them, the clientele they serve, and even the public at-large. Poor leadership in the nonprofit sector erodes public trust . 

Conversely, nonprofit executives who receive relevant training in the knowledge and skills they need in order to effectively lead an organization experience positive personal outcomes (such as their mindsets) and improve their organization’s practices. Likewise, nonprofit leaders who guide their organizations in accountability, communication, and advocacy can help bring about more positive public perceptions of nonprofit organizations. 

Human Resources Directors

HR professionals with a post-grad education degree are especially skilled at strategic collaboration with diverse audiences and stakeholders and promoting change across diverse organizational settings. Those abilities can promote meaningful change in human resources roles. 

Effective human resources directors can make a noticeable difference in company culture, employee morale, and even the bottom line. Check out just a few statistics from McKinsey on the benefit of good human resources professionals:

• Organizations with human resources departments that facilitate a positive employee experience are 1.3 times more likely to report that they outperformed their organizational goals.
• Companies with cultures that rank in the top-quartile of the McKinsey Organization Health Index post a return to shareholders that is 60 percent higher than median companies and a staggering 200 percent higher than companies that rank in the bottom quartile.

Educational leadership qualities

While anyone can strive to become a successful educational leader, there are some common qualities that are found in professionals who tend to gravitate toward educational leadership: compassion, vision, and perseverance. 

The role of an educational leader is, at its core, a role that seeks to meet the needs of others. Rachael George, an elementary school principal, spoke to the role of compassion in educational leadership in “ Leading with Compassion ,” a blog post for the Association for Supervision and Curriculum Development (ASCD) in which she discusses the impact of two colleagues in leadership roles:

“Creating bonds and intentionally fostering relationships with your community is the foundation for academic achievement. As three educational leaders, we strive to show genuine love for those in our community. That deep care is likely one of the reasons why our students have been successful, with each of our schools blasting through average scores on state assessments.”

Leadership roles involve goals and metrics, but they’re also about culture, creating a sense of belonging, and empowering people through connection. People who naturally come by compassion and seek to cultivate it in their lives have one of the key qualities of educational leaders—and, as George’s example shows, an emphasis on compassionate care for others often leads to positive outcomes and impressive metrics, as well.

Successful educational leaders tend to be people who can evaluate past challenges and policies where they work and develop a better way forward . Not only that—they can see, or collaborate in seeing, what it will take to get to that future place. Their ability to imagine and creatively plan, for example, can directly correlate to student success .

Take a look at a few examples of visionary leadership in an academic setting, nonprofit organization, and the private sector:

• A 2020 study found a positive relationship between visionary leadership in school principals and teacher performance. 
• Nonprofit leaders report that visionary leadership improves raising of funds as well as recruitment of volunteers.
• Visionary leadership is identified as one of five leadership styles that are components of an optimistic leadership style that can determine successful, future-driven leadership .

Perseverance

Educational leaders are faced with many challenges. They are often called upon when social and cultural issues arise , when injustice dominates current events, and when individuals and communities are suffering. Attempting to develop long-term fixes for systemic problems while responding to immediate, pressing needs can be a tightrope to walk.

That’s why perseverance matters so much for educational leaders. For example, DonorBox ranks “resilience and stamina” as the number one quality of a successful nonprofit founder :

Hardship is a daily reality for most nonprofit leaders. The Greater Good Science Center defines resilience skills as being able to minimize the impact of stress, which in turn helps us avoid burnout. Nonprofit founders need to be flexible, willing to adapt, and able to move forward despite setbacks— demonstrating persistence.

Educational leadership skills

Professionals who are trained in educational leadership are equipped with many of the top skills that employers are looking for in the modern workplace. Some of the most important educational leadership skills, which correlate with some of the most-wanted skills among recruiters, schools, and companies, are analytical thinking, collaboration, and leadership. 

Analytical Thinking

The World Economic Forum named “analytical thinking and innovation” as the number one skill for 2025 in “The Future of Jobs Report 2020 .” As more and more data becomes available in every sector, from education to the corporate world, leaders with strong analytical thinking skills are more necessary than ever when it comes to asking the right questions of the data set before them. 

Consider just a few examples of how analytical thinking has made a positive difference in organizations led by educational leaders :

• School administrators are applying analytical thinking to student data to improve their return on investment for technology purchases and to highlight best practices that lead to better student outcomes. For example, a charter school administrator analyzed data and discovered that one biology teacher specifically outperformed the other biology teachers in the school. So the leader designated that teacher as the biology mentor for all charter schools in their system. 
• Human resources directors are cutting through their cognitive biases and experiencing new insights in existing company cultures as they apply analytical thinking in minimizing bias and increasing fairness.
• Community college administrators find that good data analysis helps them to make more informed decisions and present compelling evidence to key stakeholders.

Collaboration 

Educational leaders often spend a great deal of time speaking to others—whether those they are serving, those who work within their organizations, or community partners. By collaborating with diverse audiences and stakeholders about organizational research, practices, and theories, educational leaders can make collaborative strategic plans that lead to positive outcomes. 

Here are some examples of how educational leaders have fostered collaboration to create positive effects:

• Ten liberal arts colleges in Pennsylvania partner to facilitate faculty development, study abroad programs, and compliance and risk management.
• Community organizations in rural north central Wisconsin collaborated to serve over 1000 immigrant families and provide them with information about the COVID-19 pandemic in their preferred language.
• A school district, a pair of agencies serving homeless youth, and a group of local philanthropists in Texas repurposed an abandoned school into a shelter that serves approximately 4,000 unhoused students.

The top considerations of an educational leader

Professionals in educational leadership roles will perform a multitude of tasks based on their specific positions, which is to say that a superintendent’s day may look quite different from a human resource director’s day. But, if we peel back the layers just a bit, we’ll see that many of their decisions and approaches are likely shaped in similar ways and based in similar issues faced by educational leaders, including:

• How to answer questions of equity, ethics, and social justice 
• What it looks like to bring about solutions to complex problems
• The way to make a positive difference in a community or culture
• How to make and measure a positive impact in a given setting, person, or group

Equity and educational leadership

One of the highest callings of educational leaders is fostering diversity, inclusion, and equity among the people they lead. As a practitioner, the role of the educational leadership professional is not one of theory or distance from real communities. As people who work with people, educational leadership professionals are embedded every day in real-world circumstances that deal with questions of social justice, ethics, and equity.

Educational leaders may pursue greater equity for the people they serve through community partnerships, advocacy, or educational opportunities.

Educational leadership jobs

Careers in educational leadership range from small schools to huge corporations. Educational leadership often refers to administrative positions in schools, school districts, and universities. Many educational leadership professionals work as principals or assistant principals, instructional coordinators, and academic deans. These individuals help to meet the needs of students, families, and teachers so that each person has the opportunity to reach their goals and experience positive outcomes. 

But, as we’ve discussed, school settings are not the only place where educational leadership is important. Educational leadership is also put into practice in the corporate setting, such as in the case of human resources directors, chief learning officers, and trainers. In the nonprofit sector, educational leadership professionals work as program directors, executive directors, and community organizers. Educational leadership professionals who are interested in policy may work as education policy analysts for school systems, in think tanks, or for lobbying organizations.

Educational leadership doctoral programs: PhD vs. EdD

For those who are interested in educational leadership programs, there are several options. Some people will go with a masters degree, others a PhD, and others an EdD. While professionals with master’s degrees can have successful careers in educational leadership, those with doctorates will experience more open doors and greater potential for the careers they want. 

So then, what are the differences between a doctorate of education and PhD in education ? Before we get there, let’s note the similarities. Both degrees

• Are terminal degrees (the highest a student can go on that academic path)
• Focus on enhancing professional knowledge in various environments
• Make candidates more marketable and increase their salary potential
• Benefit graduates’ employers
• Prepare candidates for roles in administration, supervision, training, development, curriculum, instruction, and teaching 

From that common ground, some differences emerge. Let’s take a look at what they are. 

A PhD usually pursues a teaching career in academia and does first-hand research to help inform best practices. This allows candidates primary exploration of their field.

A PhD is likely to take on the role of an academic in higher education. PhD candidates are likely to publish original research in academic journals and present research papers at conferences.

An EdD program is designed to develop scholarly practitioners for applied positions in real-world settings. The research is oriented around making a local impact and developing a better understanding of a local context. An EdD will feature a substantial core curriculum in leading an organization, ethical leadership and social justice, and implementing organization change. 

Because of its emphasis on real-world application, the EdD leads to more opportunities for its graduates. While PhD graduates will largely work in research and theory, which may limit the workplace opportunities for them, EdD graduates can apply their leadership knowledge in nearly any setting . It’s difficult to think of any workplace that wouldn’t benefit from visionary leadership, an emphasis on meaningful change and transformative partnerships. With an EdD, leaders can bring about impactful change in schools, nonprofits, government agencies, and businesses that support whole communities.

Become an effective educational leader with an EdD from Marymount University Online

Are you ready to foster strategic collaboration, empower meaningful change, and innovate in ways that make a direct, positive impact in schools, communities, or organizations? If so, an EdD from Marymount University Online may be an ideal fit for you.

The degree program is designed for working professionals who want to bring elevated skills to their current organizations or find new opportunities for leadership. With no GRE requirement and a path to completion that’s less than three years long, active professionals can prepare for educational leadership while maintaining their current personal and professional responsibilities. 

Imagine your future in education administration, corporate leadership, nonprofit management, or policy analysis. You can take a step toward that future today. Prepare to use transformative leadership to promote change across diverse instructional and organizational settings. With our rigorous, practitioner-focused degree, you’ll be ready to effect change that matters.

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Management Notes

Functions of Educational Management – 8 Major Functions | Management

An education management system encompasses a number of functions and responsibilities that are designed to make sure that educational institutions are run efficiently and effectively.

Schools, colleges, universities, and other educational organizations rely heavily on these functions for smooth functioning and continuous improvement.

Functions of Educational Management

Table of Contents

Let’s examine these functions in more detail:

1) Planning:

A fundamental part of educational management involves defining goals, objectives, and strategies that will help you achieve them. It encompasses both short-term and long-term planning.

A curriculum planning process, resource planning process, and timeline creation process are part of planning in educational institutions.

To ensure educational programs align with educational objectives and meet the needs of students, curriculum planning involves determining their scope, sequence, and content.

A resource planning process involves identifying and allocating resources that support educational activities, including teachers, instructional materials, facilities, and technology.

The establishment of timelines makes it easier to organize and schedule different activities, such as curriculum implementation, assessments, and extracurricular activities.

In order to achieve desired educational outcomes, educational institutions need to have a clear direction, be prepared to address challenges, and have a clear plan.

2) Organizing:

A function of educational management that involves structuring and arranging resources in order to facilitate educational achievement.

As part of this function, the educational institution must create an efficient organizational structure that optimizes coordination and collaboration among its stakeholders.

In addition to setting up administrative systems, scheduling classes, creating assignments, and allocating budgets, organizing entails a variety of tasks.

A well-defined administrative structure ensures smooth communication and decision-making processes by assigning roles and responsibilities.

The class schedule enables students to take advantage of instructional time while facilitating the delivery of diverse educational programs.

It is important to assign teachers to specific subjects or grade levels according to their qualifications and expertise when creating teaching assignments.

By allocating budgets effectively, educational institutions can maximize their resources and create an environment conducive to teaching and learning by optimizing their financial resources.

3) Staffing:

It is crucial to educate teachers, administrators, and support staff that they are properly recruited, selected, and placed in those roles.

Staffing is the process of ensuring that quality education is provided by the right people with the appropriate skills and expertise. To determine the staffing needs, enrollment, class size, and program requirements must be considered.

The recruitment process begins with the advertisement of job openings, followed by a screening process, interviews, and qualifications assessment.

As part of the selection process, candidates are selected based on their qualifications, experience, and expertise, aligned with the institution’s vision and mission. Once selected, they are placed in appropriate positions.

In addition to professional development opportunities and performance evaluations, staffing also includes career advancement pathways and career development opportunities.

To deliver high-quality education, educational institutions need competent and motivated employees.

4) Directing:

It is part of educational management to guide and supervise teachers’ and other staff’s activities in order to achieve educational goals.

The role requires providing instructional leadership, fostering a positive learning environment, promoting effective teaching practices, and managing student behavior.

In the field of instructional leadership, high academic standards are set, innovative teaching methods are promoted, and teachers are supported in their professional development.

In order to foster a positive learning environment, students need to feel motivated, respected, and supported in an inclusive environment. To enhance teachers’ instructional skills, it is necessary to provide resources, training, and feedback.

As part of managing student behavior, discipline policies must be established, behavior management strategies must be implemented, and positive student engagement must be promoted.

In addition to supporting the professional development of educators, educational institutions can enhance teaching and learning outcomes through effective directing.

5) Coordinating:

In educational management, coordination is a crucial function that involves harmonizing the efforts of various departments and individuals within the institution as a whole.

Facilitating communication and collaboration among teachers, administrators, students, parents, and other stakeholders is included in it.

By coordinating efforts across multiple areas of the institution, educational programs and services are kept cohesive and consistent.

Developing a collaborative culture, facilitating regular meetings and discussions, and establishing clear lines of communication are essential components of effective coordination.

Through coordination, curriculum planning, instructional practices, and assessment strategies are aligned across departments.

By collaborating with external stakeholders, such as parents and community organizations, educational initiatives are more engaging and supported by the community.

Coordination facilitates efficiency and reduces duplication of effort in educational institutions, creating a cohesive learning environment.

6) Monitoring and Evaluation:

Educational management involves monitoring and evaluating educational programs and activities to determine their effectiveness and progress.

As part of monitoring, data are collected and analyzed about student performance, teacher effectiveness, curriculum implementation, and resource utilization.

An evaluation is an assessment of the quality and impact of educational programs, policies, and practices based on the collected data. Monitoring and evaluation helps educational institutions identify strengths, weaknesses, and improvement areas.

Through monitoring and evaluation, informed decisions can be made, evidence-based interventions can be developed, and education can be improved.

Education institutions are also held responsible for their performance through monitoring and evaluation, since they can demonstrate their effectiveness to stakeholders and policymakers.

7) Financial Management:

Financial management is one of the most crucial functions of educational management that involves planning, budgeting, and controlling financial resources that support educational activities.

Financial accountability refers to preparing budgets, allocating funds, monitoring expenditures, and ensuring accountability. As part of financial management, resources are optimized and transparency and efficiency are ensured.

It is part of planning and budgeting that financial requirements are estimated for educational activities, including curriculum development, teacher training, infrastructure maintenance, and student support.

In order to achieve the institution’s goals and priorities, budgets are prepared based on these estimates. Depending on the needs and priorities of each department and program, funds are allocated based on the budgeted resources.

In order to ensure funds are used appropriately and within the allocated budget, expenditures must be monitored.

Keeping accurate financial records, conducting audits, and complying with financial regulations and reporting requirements are all part of financial accountability. Managing financial resources effectively ensures educational institutions have access to the resources they need.

8) Stakeholder Engagement:

Engaging stakeholders is a vital part of educational management. It involves involving and collaborating with a variety of stakeholders, including students, parents, teachers, administrators, community members, and policy makers.

Engaging stakeholders fosters the sense of ownership and collective responsibility that contributes to the educational institution’s success.

A few of these activities include involving parents in decision-making processes, gaining input from stakeholders, and forming partnerships with community organizations.

By involving students in decision-making processes, we empower them and create a learning environment that is student-centered.

It is beneficial to parents and guardians to be involved in their children’s education in order to strengthen a collaborative relationship and parent involvement.

Education initiatives can benefit from collaborating with community organizations and businesses who can provide additional resources, expertise, and support.

By engaging policymakers, institutions can advocate for educational reforms, secure necessary funding, and align educational policies with their goals.

Educational institutions can create a supportive and inclusive learning community through effective stakeholder engagement.

As a result, the functions of educational management, such as planning, organizing, staffing, directing, coordinating, monitoring, and evaluating, financial management, and stakeholder engagement, are vital to ensuring effective and efficient educational operations.

To ensure quality education, to support the professional growth of educators, to foster a positive learning environment, to meet the diverse needs of students and the community, these functions work together in synergy.

The educational manager’s role is to develop and grow individuals, ensure the success of educational institutions, and improve the overall education system.

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Educational management: meaning, definition and types.

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Read this article to learn about the meaning, definition and types of educational management.

Meaning of Educational Management :

The origin of the development of educational management as a field of study began in the United States in the early part of the twentieth century. Development in the United Kingdom came as late as the 1960’s. Educational management, as the name implies, operates in educational organisations or institutions.

There is no single accepted definition of educational management as its development observed in several disciplines or fields like business, industry, political science, economics, administration and law. So while defining the meaning of the term educational management can be said that, “Educational management is a complex human enterprise in which different resources are brought together and made available to achieve and to accomplish the desire and expected goals or objectives.

It is being mainly a human endeavor should be properly planned without emphasizing the rigid application of mechanical and physical principles. It is fundamentally a social organisation where inter human relationships must play a major role. For success of educational management, there must be adequate freedom and flexibility on the one hand and necessary discipline and decorum on the other hand in the educational institution.

Thus management of education or educational management implies the practical measures for ensuring the system to work for achieving the goals or objectives of an educational institution. So educational management operates in educational organisations or institutions.

There is no single accepted definition of educational management as its development has drawn heavily on several disciplines like economics, sociology and political science. But some specialists in this area have propounded their views in the form of giving their definitions on educational management which are given below.

Definitions of Educational Management :

School management, as a body of educational doctrine, comprises a number of principles and precepts relating primarily to the technique of classroom procedure and derived largely from the practice of successful teachers. The writers in this field have interpreted these principles and precepts in various ways, usually by reference to larger and more fundamental principles of psychology, sociology and ethics. —Paul Monore

“Theory and practice of the organisation and administration of existing educational establishments and systems.” —G. Terrypage and J.B. Thomas

To him management implies an orderly way of thinking. It describes in operational terms what is to be done, how it is to be done and how we know what we have done. Management is a method of operation and good management should result in an orderly integration of education and society. —Shelly Umana

In the light of above discussion it is clear to visualize that educational management is a comprehensive effort intended to achieve some specific educational objectives. It deals with the educational practices, whereas educational philosophy sets the goals, educational psychology explains the principles, educational administration tells how to achieve educational objectives and principles. It is the dynamic side of education.

It deals with educational institutions – right from the schools and colleges to the secretariat. It is concerned with both human and material resources which are essential. Because the degree of success of the educational management of any educational programme depends upon the degree of co-ordination and organisation of these resources.

Types of Educational Management:

1. human resources:.

Human Resources of an educational institution comprise the entire staff, both the teaching and non- teaching – teachers, clerks, researchers and other elements such as students, parents, members of the community, members of the managing or governing body and departmental officials. Management of human resources is of vital importance at present and calls for selection, recruitment, appointment, hire, retention, development and motivation of the personnel to achieve the educational objectives.

The individuals involved in the process should be provided with adequate facilities for reaching the highest levels of achievement and for improving the professional growth to the maximum. So an educational institution or organisation in order to be effective and efficient has to ensure that there are right type of people with the right skills, in the right place and at the right time for carrying out the various jobs and services.

For this human resource needs are to be identified. Proper selection and recruitment are to be made, demands and supply of services be properly matched and suitable forecasting be made about the future requirements. There are problems of working conditions, promotion prospects, appointment and transfer, motivation and security, career development and so on which have to be handled with sympathy, understanding, fellow feeling and co-operation on the one hand and proper sense of commitment and accountability and involvement on the other hand.

2. Physical and Material Resources:

For every organisation or institution, basic infrastructure in concrete terms is essential. Buildings, playgrounds, equipment’s, furniture’s, machineries and stationeries are required for various practical purposes. Libraries, laboratories, auditorium and so on are part and parcel of an educational institution for organizing different curricular and co-curricular programmes.

The modern age of science and technology has made it possible to equip the educational institution with various media and materials, electronic gadgets including radio, television computers, projectors of many kinds and traditional aids like illustrations, models, charts, maps etc. at reasonable prices.

Like human resources, there must be proper identification of physical resource needs, installation, maintenance and the most important thing is their proper utilization. But the material resources must be of right type with right specifications to be available in the right place and at the right time so that the educational goals can be realized without difficulty, duplication and wastage. It is also necessary that physical resources should have adequate flexibility, adoptability and stability for meeting the future needs and conditions.

3. Ideational Resources:

The resources which are mostly based on ideas and ideals, heritage, image are the curriculum, methods of teaching, innovations and experiments. Like the individual, every organization has its own personality with integrity, its own culture and its own values which are unique and influential for the smooth functioning and effective management of the institutions for creating motivation and self- pride among individuals.

All these create feelings, belongingness, involvement and self-satisfaction among the personnel for working and implementing the programmes in educational institutions. At last it can be said educational management will be meaningful if there will be a great deal of co-ordination and inter relation among these three resources. The cause is that all these three resources are interdependent and immensely contribute to holistic development of every educational institution as a whole.

Hence educational management in broader perspective says about:

(i) Setting directions, aims of objectives of educational organisations or institutions.

(ii) Planning for progress of the programme.

(iii) Organising available resources—People, time, material.

(iv) Controlling the implementing process.

(v) Setting and improving organisational standards.

In the light of above discussion on the meaning of management in education it implies the practical measures to activate the system of work will be the best possible assistance or measures in achieving the goals or objectives in a wider extent bearing the best possible value to the students and the society in a grand scale.

Related Articles:

• Educational Management : Aspects and Scope
• Human Resource Management: it’s Meaning, Definition and Nature

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• Educational Leadership

The difference between educational management and educational leadership and the importance of educational responsibility

• December 2017
• Educational Management Administration & Leadership 47(7):174114321774588
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Classroom Management

Classroom Management and Why It Matters

Managing the learning environment is both a major responsibility and an ongoing concern for all teachers, even those with years of experience (Good & Brophy, 2002).  for many educators and educational psychologists, classroom management is synonymous with classroom control (Bowers & Flinders, 1990; Doyle, 1986). However, as we will see in this chapter, management should include warmth and care as well as control. Your decisions about classroom arrangement, rules, and routines should reflect a concern for a secure, safe, orderly environment, but not at the expense of communication and trust among your learners. As a new teacher, you will quickly come to realize that warmth and control are not mutually exclusive concerns. Effective teachers who care about their learners inevitably combine the quality of warmth with their efforts to control.

Video 9.1.1. Teaching like a Champion-Control describes the balance of control that teachers exert in their classroom.

Teaching Styles and Classroom Management

For many years, the concepts of warmth and control were considered to be at opposite ends of the same continuum. If a teacher chose to be warm, he or she could not be in control, and vice versa. However, Soar and Soar (1983) have suggested that different degrees of warmth and control may occur simultaneously, and behavior in one dimension does not necessarily preclude behavior in the other. Although many combinations of warmth and control are possible, four major profiles emerge from this conception of classroom climate, as shown in the figure below.

Figure 9.1.1.  Teaching styles

For the dimension of control, student spontaneity, risk-taking behavior, and student-initiated responses characterize low-control climates. Teacher talk, task orientation, and teacher authority characterize high-control climates. For the dimension of warmth, the use of praise and rewards, use of student ideas, and responsiveness to student requests are associated with high warmth. Frequent reference to formal rules and procedures, use of punishment, criticism, scolding, and reprimanding are associated with low warmth.

Authoritarian

The first is teaching style, authoritarian , is characterized as cold and controlling. Such a teacher may humiliate and criticize students in an effort to control all aspects of their behavior. Lesser extremes represent a teacher who provides little praise or reward. This style generally results in a classroom climate that is businesslike and task-oriented, with few interchanges with students that are not initiated by the teacher. It also is a classroom in which motivation to do high-level work may be inspired more by a fear of punishment, embarrassment, or, in extreme cases, humiliation than by the expectation of praise, reward, or reinforcement.

Authoritative

The second type of classroom climate is a result of an authoritative teaching style, in which the teacher is warm but in control. Here, classroom rules are mutually determined and a consistently applied system of praise and rewards is used to motivate good behavior, warmth and control may exist simultaneously.

One danger of excessive use of rewards, however, is the creation of an almost suffocating climate in which students have little if any room to pursue a behavior or activity independently. In such a classroom, only those behaviors that the teacher has previously identified are eligible for a reward—all others are deemed less worthy. As Soar and Soar (1983) have noted, this may create a classroom climate in which students have little room to pursue independent behavior because of the tightly managed praise and reward system established by the teacher.

This style differs primarily from the first in that motivation for good behavior here comes from a well-defined and consistently applied system of praise and rewards. With authoritarian teachers, good behavior results from a well-defined and consistently applied system of rules and/or punishment.

A third classroom climate is characterized by a permissive teaching style, in which the teacher is warm and permissive. A teacher who falls at the lower right corner of this quadrant is one who praises and rewards students frequently while allowing them almost complete freedom in choosing the limits of their own behavior, sometimes resulting in confusion.

A lesser extreme of this quadrant may represent a classroom in which praise and rewards are used freely but student spontaneity (for example, calling out) and risk-taking behavior are limited to certain times (for example, group discussion, problem-solving activities) or certain types of content (for example, social studies but not math). During these times the teacher acts as a moderator or co-discussant, guiding and directing but not controlling classroom behavior. In such a classroom, students have considerable freedom in how and when to speak, and the teacher’s warm and nurturing attitude is conveyed mostly nonverbally, through a set of classroom rules that encourage individual initiative.

 Neglectful

The fourth style, neglectful , represents a classroom that is cold yet permissive. A teacher who falls at the lower-left corner of this quadrant is one who spends most of the time scolding and criticizing students but has few classroom rules to control or limit the behavior being criticized. Such an extreme climate sometimes prevails in a classroom where a substitute teacher takes over without warning. In such a classroom, students may use the teacher’s unfamiliarity with the rules as an opportunity to act out, thereby initiating scolding or criticizing behavior. Since the substitute teacher is unfamiliar with the classroom rules, he cannot fall back on the established system to prevent misbehavior. And because the substitute’s role is to keep order, not to create or discover the rules, much of his behavior is an attempt to “hold the line” by criticizing, reprimanding, and punishing, if need be, in order to keep the class under control.

In a less extreme form, a classroom with lead by this teacher may be characterized by some coverage of content, interspersed with delays for classroom management of misbehavior. In general, this quadrant shows both a lack of task orientation and teacher control over the subject matter content and a high frequency of scolding, criticizing, and reprimanding.

An effective classroom management plan blends warmth and control in ways that preclude overly rigid, dictatorial, or authoritarian forms of control, using instead a mutually agreed-upon set of rules and a well-defined and consistently applied system of praise and rewards. In other words, an effective plan combines strikes a balance of warmth with control. In this chapter, we will show you how to create this balance to build an effective classroom management plan.

Video 9.1.2. Teaching like a Champion-Warm/Strict describes the balance of warmth and strictness that teachers exert in their classroom.

Why Classroom Management Matters

Managing the learning environment is both a major responsibility and an ongoing concern for all teachers, even those with years of experience (Good & Brophy, 2002). There are several reasons. In the first place, a lot goes on in classrooms simultaneously, even when students seem to be doing only one task in common. Twenty-five students may all seem to be working on a sheet of math problems. But look more closely: several may be stuck on a particular problem, each for different reasons. A few others have worked only the first problem or two and are now chatting quietly with each other instead of continuing. Still, others have finished and are wondering what to do next. At any one moment, each student needs something different—different information, different hints, different kinds of encouragement. Such diversity increases even more if the teacher deliberately assigns multiple activities to different groups or individuals (for example, if some students do a reading assignment while others do the math problems).

A major reason that managing the environment is challenging is because a teacher can not predict everything that will happen in a class. A well-planned lesson may fall flat on its face, or take less time than expected, and you find yourself improvising to fill class time. On the other hand, an unplanned moment may become a wonderful, sustained exchange among students, and prompt you to drop previous plans and follow the flow of discussion. Interruptions happen continually: a fire drill, a drop-in visit from another teacher or the principal, a call on the intercom from the office. An activity may indeed turn out well, but also rather differently than you intended; you, therefore, have to decide how, if at all, to adjust the next day’s lesson to allow for this surprise.

A third reason for the importance of management is that students form opinions and perceptions about your teaching that are inconsistent with your own. What you intend as encouragement for a shy student may seem to the student herself like “forced participation.” An eager, outgoing classmate watching your effort to encourage the shy student, moreover, may not see you as  either  encouraging or coercing, but as overlooking or ignoring  other  students who already want to participate. The variety of perceptions can lead to surprises in students’ responses—most often small ones, but occasionally major.

At the broadest, society-wide level, classroom management challenges teachers because public schooling is not voluntary, and students’ presence in a classroom is therefore not a sign, in and of itself, that they wish to learn. Instead, students’ presence is just a sign that an  opportunity  exists for teachers to motivate students to learn. Some students, of course, do enjoy learning and being in school, almost regardless of what teachers do! Others do enjoy school, but only because teachers have worked hard to make classroom life pleasant and interesting. Those students become motivated because you have successfully created a positive learning environment and have sustained it through skillful management.

Fortunately, it is possible to earn this sort of commitment from many students, and this chapter describes ways of doing so. We begin with ways of preventing management problems from happening by increasing students’ focus on learning. The methods include ideas about arranging classroom space, establishing procedures, routines, and rules, and communicating the importance of learning to students and parents. After these prevention-oriented discussions, we look at ways of refocusing students when and if their minds or actions stray from the tasks at hand. As you probably know from being a student, bringing students back on task can happen in many ways, and the ways vary widely in the energy and persistence required of the teacher. We try to indicate some of these variations, but because of space limitations and because of the richness of classroom life, we cannot describe them all.

Candela Citations

• Authored by : Nicole Arduini-Van Hoose. Provided by : Hudson Valley Community College. Retrieved from : https://courses.lumenlearning.com/edpsy/chapter/classroom-manageu2026d-why-it-matters/. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Educational Psychology. Authored by : Kelvin Seifert and Rosemary Sutton. Provided by : The Saylor Foundation. Retrieved from : https://courses.lumenlearning.com/educationalpsychology. License : CC BY: Attribution
• Educational Psychology. Authored by : Gary D. Borich and Martin L. Tombari. License : CC BY: Attribution
• Teach Like a Champion Technique 45 - Warm/Strict. Provided by : Kaizen Teaching. Retrieved from : https://youtu.be/wi_zQJik-SA. License : All Rights Reserved

Educational Psychology Copyright © 2020 by Nicole Arduini-Van Hoose is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Importance of Educational Management Essay

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• As a source of information (ensure proper referencing)
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Introduction

Example of educational management, conclusion of educational management.

Due to the confusion that exists between leadership and education management, most school managers/leaders cannot seem to define what education management is and this has made it extremely difficult to eradicate the confusion existing between the three concepts. This necessitates that school managers understand what entails education management.

This paper therefore explores the most fundamental components of educational management; components that help determine what educational management is via scrutinizing how education management has transformed over the years and discussing the impact of education management in schools. This will basically pave way for having an in-depth understanding of educational management and eradicate confusion that exists between different concepts related to education management.

The major purpose of education is developing students’ capacities and potential. As a field of practice, Bush & Glover (2002) indicate that education management focuses on how education managers coordinate the institutions’ activities (operations) in attempt to ensure that there is effectiveness and efficiency in meeting the goals set (capacity development).

Education management overlaps with administration and leadership concepts. Additionally, Bush (2003) notes that the term ‘management’ is commonly used in Britain and Europe while in Canada and United States, the term ‘administration’ is preferred. This has led to competing education management definitions and understanding.

As a result, most school leaders have difficulty balancing between school operations (management), leadership, staff and student performance improvement and administration or lower-order duties.Therefore, this paper seeks to conceptualize education management or rather find out what education management is and it impacts in schools. This will help school leaders understand the context of education management and avoid confusion that exists between administration, management and leadership.

Basically, managers are involved in leading, organising, planning and controlling educational institutions. This explains why education management overlaps with leadership; education managers must incorporate managerial leadership.

As Sharma (2009) notes, in managerial leadership, the focus is on tasks, functions, and building rational behavior within the organisation. This shows that managerial leadership assists in managing the activities that exist successfully, hence showing the inseparability of leadership and education management. Unfortunately, the managerial leadership model present in educational management is normative, outline how persons in schools ought to behave and define leadership by how effective organisations are.

These formal education managerial leadership models have major weaknesses; focus on the entire institution and underestimate individual contributions, exhibit a decision-making process with difficulties (managers cannot substantiate the choices made) and power is concentrated at the apex (principals have all the power, top-down or one way leadership). Automatically, this hinders the managerial efforts and explains the confusion existing between leadership and education management.

As Ciulla (2008) notes, the confusion can only be eradicated by conceptualizing education management, determining what educational management is and how it has impacted schools. This will help leaders operate within the educational management concepts and eradicate confusion.

Sharma (2009) notes that during and before the 1800s, management of education was unskilled, managed by the same people who governed communities. For instance in United States, the school system was under a district Agent who oversaw all managerial and administrative tasks.

During that time, critics argued that education was overly bookish and could not cater for varied talents. This is because education fell short of the expected quality; there were no trained teachers and no standard methods for storing information. This gave rise to the need for practical managerial skills.

At first, preachers and local businessmen took over schools and used unsophisticated skills to run them but in the 1900s, schools became more bureaucratic thus requiring unavailable administrative skills.

It became clear that training in educational management was needed and education management first evolved as an educational topic in Columbia University, United States. The focus was on educational controls such as functions of different individuals in schools among others but with time, management principles in commerce and industry were adapted by the management education system.

This marked the evolution of educational management theory giving rise to conceptual frameworks and theoretical knowledge needed for managing schools. The 21 st century has now seen practitioners and theorist develop managerial models that meet specific needs of educational institutions and educational management is now a conventional field governed by its own research and theories (Wankel, 2002).

The impact of educational management can be well elaborated by a research conducted by Poster (1988) in Center for Study of Comprehensive Schools.

Most school managers attested that education management has been fundamental in managing staff, technological changes, conflicting viewpoints existing between teachers and students, available resources and changes in market (education quality and standards). Additionally, most attested that educational management concepts enabled them plan, control and organise school operations.

As a result, most managers acknowledged that their schools had made major improvements towards ensuring that students had a firm basis in life (had endowed facilities, well trained teachers and offered wider education curriculums). This clearly indicates that education management has basically managed to turn-around schools; ensure that school operations are well aligned to address the needs of the school at large.

Basically, what we can learn is that educational management has changed the facet of schools from unproductive disorganised schools (poor quality of education and improper information storage) to productive organised schools (staff management and talent management).

As we can see, this is because education management has enabled school managers to plan, control, lead and organise school operations for the purpose of ensuring that students’ potential and capacities are developed. This is because educational management functions form the basis of all schools operations executed by school managers. We can therefore say that the fundamental managerial components (planning, controlling organising and leading) form the basis of what education management is.

When it comes to educational management, Wankel (2002) indicates that school managers are multifunctional and thus need to maintain total quality management, come up with staff performance appraisal schemes, tackle job satisfaction, occupational stress and coping actions, and also manage time effectively.

This necessitates proper planning (defining goals and coming up with development plans/strategies for achieving them) of school’s operations, a clear indication as to why planning is outlined as a major managerial component in the sample case.

When it comes to capacity development, managers are expected to adapt a skill developmental approach where training is undertaken at a personal and team level, technical assistance is offered to students undertaking projects and the school networks with research institutions and other educational institutions. For these reasons, school managers are expected to lead; motivate subordinates/ teams/individuals as they work and organise or distribute tasks for effective capacity building.

Additionally, capacity development is a long-term process that requires evaluation and monitoring. This requires proper controlling or monitoring of performances, comparing performance to the expected standards and coming up with corrective measures.

Cumulatively, we can now say that education management is planning, controlling, organising and leading in school operations with the purpose of capacity building and addressing the needs of the school at large. As we can see from the case study sample, the progress made in schools (capacity building and addressing the school needs effectively) can all be attributed to proper planning, organising, leading and controlling of the school operations.

Bush, T. (2003). Theories of educational management: Third edition . London, LDN: Sage.

Bush, T., & Glover, D. (2002). School leadership: Concepts and evidence . Nottingham: National College for School Leadership.

Ciulla, J. B. (2008). Leadership studies and “the fusion of horizons”. The Leadership Quarterly 19 (4), 393-395.

Poster, C, D. (1988). Partnership in education management. London, LND: Routledge.

Sharma, S. L. (2009). Educational management: A unified approach of education. New Delhi, ND: Global India Publications.

Wankel, C. (2002). Rethinking management education for the 21st century. North Carolina, NC: IAP.

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Top 10 – Importance of Educational Management

The foundation of any school’s success is solid educational management. This is so because it guarantees the school’s financial health, ensures that all students receive a good education, and takes care of faculty and other staff. It makes that the school complies with the law and has a good atmosphere for learning. One of the most important jobs of school administrators is developing the curricula that students will study. This guarantees that kids get a solid education that will set them up for lifelong achievement. In this post, we’ll examine the importance of educational management and grab extensive knowledge on the topics.

School management is crucial to the smooth functioning of any educational institution. The school plans, organizes, supervises, and monitors tasks and duties for its smooth operation. We cannot overstate the importance of competent school management. The goal of effective educational management is to maximize learning outcomes for students while minimizing wasteful practices and maximizing the effectiveness of limited resources.

Furthermore, curriculum creation, the backbone of every school, is impossible without effective educational administration. Its purpose is to provide pupils with a broad-based education that will serve them well in the long run. It also includes coming up with plans, developing goals, and creating strategies for the business. By doing so, the organization can be sure its resources are being used effectively. For your research and knowledge purposes, below is a list of importance of educational management.

Taking Care of Applications and Questions

It’s a crucial tool for universities to use in their efforts to attract and keep students. Selecting a system that allows for strategic admissions and inquiry management is important for educational institutions. Schools and universities can greatly benefit from using education management software.

The goal is to turn them into permanent, full-time students, and this facilitates answering all of their queries about acceptance. Participation from students already enrolled at the school is beneficial to reaching learning goals.

Regulations and Observance

Moreover, educational administration includes making sure the school follows all relevant rules and regulations as well as any policies that have been put in place. As a result, the company is more likely to behave ethically and lawfully.

Personnel and HR Management

Personnel management is a part of educational administration that includes but is not limited to the tasks of hiring, training, and managing college staff. This includes giving workers the education, inspiration, and resources they need to do their jobs well.

Administration of Finances

Financial management is an essential part of any school’s administrative structure. As part of this process, we must plan for and track expenses and revenues. This helps the team stick to its financial plan and maximize its available resources. The importance of educational management lies in its ability to create a well-organized and effective learning environment.

Flexibility and Steady Progress

Adaptability, openness to change, and a drive for continuous improvement are also essential in educational administration. As a result, the institution can adapt and grow to better serve its students and surrounding neighborhood.

Management of Students

Monitoring students’ enrollment, attendance, and development academically is also an aspect of educational management. As a result, kids will have access to the support services they require to thrive in the classroom.

Classroom Administration

The single area of a school that needs to be improved from every angle is the student lifecycle. This includes everything from enrollment to attendance to assessment. A excellent institution of learning will always put the needs of its students first. This has the potential to increase participation, curiosity, and growth.

In order to put students first, an ed-mis system simplifies, streamlines, adapts to change, and is resilient in all academic and administrative operations. Students can utilize the website or mobile app to access their course information, including their schedule, assignments, and grades. They’ll have more time to focus on their own growth and development in this way.

Instructional Design

Essential components of sound educational administration include creating and enforcing a student-centered curriculum aligned with school goals. This guarantees that students get an education that covers all bases and sets them up for success in life. The importance of educational management lies in its role in guiding students’ career development and providing counseling and support for personal growth.

Interaction and Cooperation

Managing a school effectively also means making it easier for students, teachers, and other stakeholders to talk to one another and work together. This helps foster a good learning atmosphere in which people are willing to help one another out.

Setting Objectives and Plans

Setting school-wide priorities and developing plans to meet them is a key part of educational administration. By doing so, the organization can be sure its resources are being used effectively.

What is a School Budget?

A school’s budget is an estimate of its expected revenues and expenditures for a given fiscal year. That is to say, the income forecast is based on the steps taken to compile a summary of the institution’s operations.

Which Tools are Used for Managing Schools?

Teachers, students, and principals all benefit from and make use of education management software for a variety of purposes. The goal of developing software for educational institutions is to facilitate more efficiency, enhanced communication, and cost savings.

Are Management and School Administration Synonymous?

The role of an educational administrator is to ensure the smooth operation of a group effort within a school. In contrast, educational administration is all about making choices and implementing plans for how students learn.

One of the most important responsibilities of school administrators is developing courses of study. This makes it easy to give kids a solid foundation for their future success in school. Budgeting, expense tracking, and income management are all part of the job. This guarantees efficient resource utilization and keeps costs down for the institution. Always bear in mind that importance of educational management plays a significant part in the whole process while carrying out various operations. To gain a better understanding of the issues involved in scope of educational management topic, read this thought-provoking article.

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Education Rankings by Country 2024

There is a correlation between a country's educational system quality and its economic status, with developed nations offering higher quality education.

The U.S., despite ranking high in educational system surveys, falls behind in math and science scores compared to many other countries.

Educational system adequacy varies globally, with some countries struggling due to internal conflicts, economic challenges, or underfunded programs.

While education levels vary from country to country, there is a clear correlation between the quality of a country's educational system and its general economic status and overall well-being. In general, developing nations tend to offer their citizens a higher quality of education than the least developed nations do, and fully developed nations offer the best quality of education of all. Education is clearly a vital contributor to any country's overall health.

According to the Global Partnership for Education , education is considered to be a human right and plays a crucial role in human, social, and economic development . Education promotes gender equality, fosters peace, and increases a person's chances of having more and better life and career opportunities.

"Education is the most powerful weapon which you can use to change the world." — Nelson Mandela

The annual Best Countries Report , conducted by US News and World Report, BAV Group, and the Wharton School of the University of Pennsylvania , reserves an entire section for education. The report surveys thousands of people across 78 countries, then ranks those countries based upon the survey's responses. The education portion of the survey compiles scores from three equally-weighted attributes: a well-developed public education system, would consider attending university there, and provides top-quality education. As of 2023, the top ten countries based on education rankings are:

Countries with the Best Educational Systems - 2021 Best Countries Report*

Ironically, despite the United States having the best-surveyed education system on the globe, U.S students consistently score lower in math and science than students from many other countries. According to a Business Insider report in 2018, the U.S. ranked 38th in math scores and 24th in science. Discussions about why the United States' education rankings have fallen by international standards over the past three decades frequently point out that government spending on education has failed to keep up with inflation.

It's also worthwhile to note that while the Best Countries study is certainly respectable, other studies use different methodologies or emphasize different criteria, which often leads to different results. For example, the Global Citizens for Human Rights' annual study measures ten levels of education from early childhood enrollment rates to adult literacy. Its final 2020 rankings look a bit different:

Education Rates of Children Around the World

Most findings and ranking regarding education worldwide involve adult literacy rates and levels of education completed. However, some studies look at current students and their abilities in different subjects.

One of the most-reviewed studies regarding education around the world involved 470,000 fifteen-year-old students. Each student was administered tests in math, science, and reading similar to the SAT or ACT exams (standardized tests used for college admissions in the U.S.) These exam scores were later compiled to determine each country's average score for each of the three subjects. Based on this study, China received the highest scores , followed by Korea, Finland , Hong Kong , Singapore , Canada , New Zealand , Japan , Australia and the Netherlands .

On the down side, there are many nations whose educational systems are considered inadequate. This could be due to internal conflict, economic problems, or underfunded programs. The United Nations Educational, Scientific, and Cultural Organization's Education for All Global Monitoring Report ranks the following countries as having the world's worst educational systems:

Countries with the Lowest Adult Literacy Rates

• Education rankings are sourced from both the annual UN News Best Countries report and the nonprofit organization World Top 20

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Which country ranks first in education?

Which country ranks last in education, frequently asked questions.

• Best Countries for Education - 2023 - US News
• Literacy rate, adult total (% of people ages 15 and above) - World Bank
• World Best Education Systems - Global Citizens for Human Rights
• UNESCO - Global Education Monitoring Reports
• World’s 10 Worst Countries for Education - Global Citizen
• International Education Database - World Top 20

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Diabetes management: how lifestyle, daily routine affect blood sugar.

Diabetes management takes awareness. Know what makes your blood sugar level rise and fall — and how to control these day-to-day factors.

When you have diabetes, it's important to keep your blood sugar levels within the range recommended by your healthcare professional. But many things can make your blood sugar levels change, sometimes quickly. Find out some of the factors that can affect blood sugar. Then learn what you can do to manage them.

Healthy eating is important for everyone. But when you have diabetes, you need to know how foods affect your blood sugar levels. It's not only the type of food you eat. It's also how much you eat and the types of food you combine in meals and snacks.

What to do:

Learn about planning balanced meals. A healthy-eating plan includes knowing what to eat and how much to eat. Two common ways to plan meals are carbohydrate counting and the plate method. Ask your healthcare professional or a registered dietitian if either type of meal planning is right for you.

Understand carbohydrate counting. Counting carbs involves keeping track of how many grams of carbohydrates you eat and drink during the day. If you take diabetes medicine called insulin at mealtimes, it's important to know the amount of carbohydrates in foods and drinks. That way, you can take the right dose of insulin.

Among all foods, carbs often have the biggest impact on blood sugar levels. That's because the body breaks them down into sugar, which raises blood sugar levels. Some carbs are better for you than others. For example, fruits, vegetables and whole grains are full of nutrients. They have fiber that helps keep blood sugar levels more stable too. Eat fewer refined, highly processed carbs. These include white bread, white rice, sugary cereal, cakes, cookies, candy and chips.

Get to know the plate method. This type of meal planning is simpler than counting carbs. The plate method helps you eat a healthy balance of foods and control portion sizes.

Use a 9-inch plate. Fill half of the plate with nonstarchy vegetables. Examples include lettuce, cucumbers, broccoli, tomatoes and green beans. Divide the other half of the plate into two smaller, equal sections. You might hear these smaller sections called quarters. In one quarter of the plate, place a lean protein. Examples include fish, beans, eggs, and lean meat and poultry. On the other quarter, place healthy carbohydrates such as fruits and whole grains.

Be mindful of portion sizes. Learn what portion size is right for each type of food. Everyday objects can help you remember. For example, one serving of meat or poultry is about the size of a deck of cards. A serving of cheese is about the size of six grapes. And a serving of cooked pasta or rice is about the size of a fist. You also can use measuring cups or a scale to help make sure you get the right portion sizes.

Balance your meals and medicines. If you take diabetes medicine, it's important to balance what you eat and drink with your medicine. Too little food in proportion to your diabetes medicine — especially insulin — can lead to dangerously low blood sugar. This is called hypoglycemia. Too much food may cause your blood sugar level to climb too high. This is called hyperglycemia. Talk to your diabetes health care team about how to best coordinate meal and medicine schedules.

Limit sugary drinks. Sugar-sweetened drinks tend to be high in calories and low in nutrition. They also cause blood sugar to rise quickly. So it's best to limit these types of drinks if you have diabetes. The exception is if you have a low blood sugar level. Sugary drinks can be used to quickly raise blood sugar that is too low. These drinks include regular soda, juice and sports drinks.

Exercise is another important part of managing diabetes. When you move and get active, your muscles use blood sugar for energy. Regular physical activity also helps your body use insulin better.

These factors work together to lower your blood sugar level. The more strenuous your workout, the longer the effect lasts. But even light activities can improve your blood sugar level. Light activities include housework, gardening and walking.

Talk to your healthcare professional about an exercise plan. Ask your healthcare professional what type of exercise is right for you. In general, most adults should get at least 150 minutes a week of moderate aerobic activity. That includes activities that get the heart pumping, such as walking, biking and swimming. Aim for about 30 minutes of moderate aerobic activity a day on most days of the week. Most adults also should aim to do strength-building exercise 2 to 3 times a week.

If you haven't been active for a long time, your healthcare professional may want to check your overall health first. Then the right balance of aerobic and muscle-strengthening exercise can be recommended.

Keep an exercise schedule. Ask your healthcare professional about the best time of day for you to exercise. That way, your workout routine is aligned with your meal and medicine schedules.

Know your numbers. Talk with your healthcare professional about what blood sugar levels are right for you before you start exercise.

Check your blood sugar level. Also talk with your healthcare professional about your blood sugar testing needs. If you don't take insulin or other diabetes medicines, you likely won't need to check your blood sugar before or during exercise.

But if you take insulin or other diabetes medicines, testing is important. Check your blood sugar before, during and after exercise. Many diabetes medicines lower blood sugar. So does exercise, and its effects can last up to a day later. The risk of low blood sugar is greater if the activity is new to you. The risk also is greater if you start to exercise at a more intense level. Be aware of symptoms of low blood sugar. These include feeling shaky, weak, tired, hungry, lightheaded, irritable, anxious or confused.

See if you need a snack. Have a small snack before you exercise if you use insulin and your blood sugar level is low. A blood sugar level below 90 milligrams per deciliter (mg/dL), which is 5.0 millimoles per liter (mmol/L), is too low. The snack you have before exercise should contain about 15 to 30 grams of carbs. Or you could take 10 to 20 grams of glucose products. This helps prevent a low blood sugar level. If your blood sugar is 90 to 124 mg/dL (5.0 to 6.9 mmol/L), have 10 grams of glucose before you exercise.

Stay hydrated. Drink plenty of water or other fluids while exercising. Dehydration can affect blood sugar levels.

Be prepared. Always have a small snack, glucose tablets or glucose gel with you during exercise. You'll need a quick way to boost your blood sugar if it drops too low. Carry medical identification too. In case of an emergency, medical identification can show others that you have diabetes. It also can show whether you take diabetes medicine such as insulin. Medical IDs come in forms such as cards, bracelets and necklaces.

Adjust your diabetes treatment plan as needed. If you take insulin, you may need to lower your insulin dose before you exercise. You also may need to watch your blood sugar level closely for several hours after intense activity. That's because low blood sugar can happen later on. Your healthcare professional can advise you how to correctly make changes to your medicine. You also may need to adjust your treatment if you've increased how often or how hard you exercise.

Insulin and other diabetes medicines are designed to lower blood sugar levels when diet and exercise alone don't help enough. How well these medicines work depends on the timing and size of the dose. Medicines you take for conditions other than diabetes also can affect your blood sugar levels.

Store insulin properly. Insulin that is not stored properly or is past its expiration date may not work. Keep insulin away from extreme heat or cold. Don't store it in the freezer or in direct sunlight.

Tell your healthcare professional about any medicine problems. If your diabetes medicines cause your blood sugar level to drop too low, the dosage or timing may need to be changed. Your healthcare professional also might adjust your medicine if your blood sugar stays too high.

Be cautious with new medicines. Talk with your healthcare team or pharmacist before you try new medicines. That includes medicines sold without a prescription and those prescribed for other medical conditions. Ask how the new medicine might affect your blood sugar levels and any diabetes medicines you take. Sometimes a different medicine may be used to prevent dangerous side effects. Or a different medicine might be used to prevent your current medicine from mixing poorly with a new one.

With diabetes, it's important to be prepared for times of illness. When you're sick, your body makes stress-related hormones that help fight the illness. But those hormones also can raise your blood sugar. Changes in your appetite and usual activity also may affect your blood sugar level.

Plan ahead. Work with your healthcare team to make a plan for sick days. Include instructions on what medicines to take and how to adjust your medicines if needed. Also note how often to measure your blood sugar. Ask your healthcare professional if you need to measure levels of acids in the urine called ketones. Your plan also should include what foods and drinks to have, and what cold or flu medicines you can take. Know when to call your healthcare professional too. For example, it's important to call if you run a fever over 101 degrees Fahrenheit (38.3 degrees Celsius) for 24 hours.

Keep taking your diabetes medicine. But call your healthcare professional if you can't eat because of an upset stomach or vomiting. In these situations, you may need to change your insulin dose. If you take rapid-acting or short-acting insulin or other diabetes medicine, you may need to lower the dose or stop taking it for a time. These medicines need to be carefully balanced with food to prevent low blood sugar. But if you use long-acting insulin, do not stop taking it. During times of illness, it's also important to check your blood sugar often.

Stick to your diabetes meal plan if you can. Eating as usual helps you control your blood sugar. Keep a supply of foods that are easy on your stomach. These include gelatin, crackers, soups, instant pudding and applesauce.

Drink lots of water or other fluids that don't add calories, such as tea, to make sure you stay hydrated. If you take insulin, you may need to sip sugary drinks such as juice or sports drinks. These drinks can help keep your blood sugar from dropping too low.

It's risky for some people with diabetes to drink alcohol. Alcohol can lead to low blood sugar shortly after you drink it and for hours afterward. The liver usually releases stored sugar to offset falling blood sugar levels. But if your liver is processing alcohol, it may not give your blood sugar the needed boost.

Get your healthcare professional's OK to drink alcohol. With diabetes, drinking too much alcohol sometimes can lead to health conditions such as nerve damage. But if your diabetes is under control and your healthcare professional agrees, an occasional alcoholic drink is fine.

Women should have no more than one drink a day. Men should have no more than two drinks a day. One drink equals a 12-ounce beer, 5 ounces of wine or 1.5 ounces of distilled spirits.

Don't drink alcohol on an empty stomach. If you take insulin or other diabetes medicines, eat before you drink alcohol. This helps prevent low blood sugar. Or drink alcohol with a meal.

Choose your drinks carefully. Light beer and dry wines have fewer calories and carbohydrates than do other alcoholic drinks. If you prefer mixed drinks, sugar-free mixers won't raise your blood sugar. Some examples of sugar-free mixers are diet soda, diet tonic, club soda and seltzer.

Add up calories from alcohol. If you count calories, include the calories from any alcohol you drink in your daily count. Ask your healthcare professional or a registered dietitian how to make calories and carbohydrates from alcoholic drinks part of your diet plan.

Check your blood sugar level before bed. Alcohol can lower blood sugar levels long after you've had your last drink. So check your blood sugar level before you go to sleep. If your blood sugar isn't between 100 mg/dL and 140 mg/dL (5.6 mm/L and 7.8 mmol/L ), have a snack before bed. The snack can counter a drop in your blood sugar.

Periods and menopause

Periods and menopause both have important effects for people with diabetes.

Changes in hormone levels the week before and during periods can lead to swings in blood sugar levels.

Look for patterns. Keep careful track of your blood sugar readings from month to month. You may be able to predict blood sugar changes related to your menstrual cycle.

Adjust your diabetes treatment plan as needed. Your healthcare professional may recommend changes in your meal plan, activity level or diabetes medicines. These changes can make up for blood sugar swings.

Check blood sugar more often. If you're likely nearing menopause or if you're in menopause, talk with your healthcare professional. Ask whether you need to check your blood sugar more often. Also, be aware that menopause and low blood sugar have some symptoms in common, such as sweating and mood changes. So whenever you can, check your blood sugar before you treat your symptoms. That way you can confirm whether your blood sugar is low.

Most types of birth control are safe to use when you have diabetes. But combination birth control pills may raise blood sugar levels in some people.

It's very important to take charge of stress when you have diabetes. The hormones your body makes in response to prolonged stress may cause your blood sugar to rise. It also may be harder to closely follow your usual routine to manage diabetes if you're under a lot of extra pressure.

Take control. Once you know how stress affects your blood sugar level, make healthy changes. Learn relaxation techniques, rank tasks in order of importance and set limits. Whenever you can, stay away from things that cause stress for you. Exercise often to help relieve stress and lower your blood sugar.

Get help. Learn new ways to manage stress. You may find that working with a psychologist or clinical social worker can help. These professionals can help you notice stressors, solve stressful problems and learn coping skills.

The more you know about factors that have an effect on your blood sugar level, the better you can prepare to manage diabetes. If you have trouble keeping your blood sugar in your target range, ask your diabetes healthcare team for help.

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• Facilitating behavior change and well-being to improve health outcomes. Standards of Medical Care in Diabetes — 2024. Diabetes Care. 2024; doi:10.2337/dc24-S005.
• Nutrition overview. American Diabetes Association. https://www.diabetes.org/nutrition. Accessed Dec. 12, 2023.
• Diabetes and mental health. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/managing/mental-health.html. Accessed Dec. 12, 2023.
• Insulin, medicines, and other diabetes treatments. National Institute of Diabetes and Digestive and Kidney Diseases. https://www.niddk.nih.gov/health-information/diabetes/overview/insulin-medicines-treatments. Accessed Dec. 12, 2023.
• Insulin storage and syringe safety. American Diabetes Association. https://diabetes.org/health-wellness/medication/insulin-storage-and-syringe-safety. Accessed Dec. 12, 2023.
• Diabetes diet, eating, and physical activity. National Institute of Diabetes and Digestive and Kidney Diseases. https://www.niddk.nih.gov/health-information/diabetes/overview/diet-eating-physical-activity. Accessed Dec. 12, 2023.
• AskMayoExpert. Type 2 diabetes mellitus (adult). Mayo Clinic; 2020.
• Wexler DJ. Initial management of hyperglycemia in adults with type 2 diabetes mellitus. https://www.uptodate.com/contents/search. Accessed Dec. 12, 2023.
• Diabetes and women. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/library/features/diabetes-and-women.html. Accessed Dec. 12, 2023.
• Planning for sick days. American Diabetes Association. https://diabetes.org/getting-sick-with-diabetes/sick-days. Accessed Dec. 13, 2023.
• Diabetes: Managing sick days. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/managing/flu-sick-days.html. Accessed Dec. 13, 2023.
• Castro MR (expert opinion). Mayo Clinic. Dec. 15, 2023.
• Hypoglycemia (low blood glucose). American Diabetes Association. https://diabetes.org/living-with-diabetes/treatment-care/hypoglycemia. Accessed Dec. 12, 2023.
• Blood glucose and exercise. American Diabetes Association. https://diabetes.org/health-wellness/fitness/blood-glucose-and-exercise. Accessed Dec. 12, 2023.
• Riddell MC. Exercise guidance in adults with diabetes mellitus. https://www.update.com/contents/search. Accessed Dec. 12, 2023.
• Colberg SR, et al. Physical activity/exercise and diabetes: A position statement of the American Diabetes Association. Diabetes Care. 2016; doi:10.2337/dc16-1728.
• Palermi S, et al. The complex relationship between physical activity and diabetes: An overview. Journal of Basic and Clinical Physiology and Pharmacology. 2022; doi:10.1515/jbcpp-2021-0279.
• Take charge of your diabetes: Your medicines. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/library/factsheets/diabetes-and-medicine.html. Accessed Dec. 13, 2023.
• Sick day management for adults with type 1 diabetes. Association of Diabetes Care and Education Specialists. https://www.adces.org/. Accessed Dec. 13, 2023.
• Alcohol and diabetes. American Diabetes Association. https://diabetes.org/health-wellness/alcohol-and-diabetes. Accessed Dec. 13, 2023.
• Diabetes and nerve damage. Centers for Disease Control and Prevention. https://www.cdc.gov/diabetes/library/features/diabetes-nerve-damage.html. Accessed Dec. 13, 2023.
• Roe AH, et al. Combined estrogen-progestin contraception: Side effects and health concerns. https://www.update.com/contents/search. Accessed Dec. 13, 2023.

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More From Forbes

How education leaders can teach time management to high school students.

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Chirali Jain is the Founding Member and Head of Product at ByDesign . She is passionate about design and technology.

High school is no joke these days. A whirlwind of responsibilities—including homework, extracurricular activities and even a job—can leave many teenagers feeling overwhelmed or disorganized. In the middle of all this, one key skill that can separate the students merely surviving from those thriving is time management.

I believe developing organization and solid time management skills should be a priority from day one of high school. Why? These skills can help students now and continue serving them for decades to come. In the professional world, the ability to juggle multiple tasks, meet deadlines and effectively prioritize is crucial. Employees who struggle with time management and disorganization can quickly become overwhelmed, make careless mistakes and fail to achieve their goals. However, those who have honed skills like calendar and to-do list management, as well as focused work habits, can operate with efficiency and poise under pressure.

Too often, I've found people assume time management is just a given skill that someone will pick up on their own. But just like math, science and other academic abilities, I believe organizational skills must be explicitly taught, modeled and reinforced. Leaving it up to chance could result in some students slipping through the cracks.

As someone who has created a productivity and community-building tool for schools, I've witnessed firsthand how transformative strong time management skills can be, especially when developed early. So, how can education leaders and teachers start instilling these skills early on?

Best High-Yield Savings Accounts Of 2024

Best 5% interest savings accounts of 2024, 1. make it a priority..

Consider making time management and organization a core part of what students learn, not just an occasional motivational chat. One suggestion is to build dedicated lessons, workshops and real practice into required classes across grade levels. Treat it as an academic skill instead of an afterthought.

2. Provide structured tools.

Go beyond simply preaching the importance of planners and to-do lists. Offer specific systems and strategies teens can use, such as calendar apps, task managers, note-taking methods, etc. The more structured, the better. If schools opt to provide organizational tools and apps, ensure all students have access to accounts and subscriptions.

3. Get other educators on board.

Too often, I've found poor time management gets written off as laziness. Recognize that organization is a skill that requires teaching, modeling and coaching. From my own experiences working with educators, I've found professional development is key to getting teachers on board with treating time management as a learnable skill rather than an inherent trait.

Host training sessions where you explore the research and science behind productivity as a skillset; I've seen this make a big difference. I also suggest highlighting real student success stories. Hearing firsthand how developing these abilities impacted students' self-confidence, grades and overall well-being can illustrate the benefits to teachers.

4. Lead by example.

Having teachers model time management strategies themselves and make their processes transparent to students can be effective. For example, in my company, we have a recurring "Productivity Power Hour," where I record a video narrating how I prioritize my own tasks and schedule for the week, and then I share it with my team. For educators, something similar could be highly impactful. Share your own carefully planned weekly calendar or a video walkthrough of how you timeline all upcoming assignments and tasks.

5. Incentivize students.

I believe our culture too often praises the relentless all-nighter as a badge of honor. Instead, celebrate and incentivize the students who exemplify focused efficiency, routines and work-life balance. Schools can offer awards or certain privileges to recognize and reward students displaying exceptional time management and organizational abilities. Even low-cost incentives like being able to leave class five minutes early could help motivate students.

Time management is key in academic and professional settings.

Effective time management can help students allocate adequate time to study, which could lead to a better understanding of concepts and higher grades. With better organization and prioritization, students can also learn how to manage their workloads more efficiently and carve out time for extracurricular activities, hobbies and personal interests, leading to a more balanced lifestyle. These skills can ultimately better prepare them for the future. Mastering time management in high school sets students up for success in college, their careers and beyond, where similar skills are essential for thriving in a fast-paced world.

As a result of teaching time management, schools might also see improvements in student performance . Furthermore, focusing on these skills can foster a culture of accountability, responsibility and achievement among students, thus contributing to a positive learning environment.

In conclusion, time management isn't just a skill; it's a cornerstone of success. By integrating it into the curriculum and fostering a culture that celebrates efficiency, educators can equip students with the tools they need to thrive in high school and beyond.

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Vegetables and Fruits

• Vegetables and fruits are an important part of a healthy diet, and variety is as important as quantity.
• No single fruit or vegetable provides all of the nutrients you need to be healthy. Eat plenty every day.

A diet rich in vegetables and fruits can lower blood pressure, reduce the risk of heart disease and stroke, prevent some types of cancer, lower risk of eye and digestive problems, and have a positive effect upon blood sugar, which can help keep appetite in check. Eating non-starchy vegetables and fruits like apples, pears, and green leafy vegetables may even promote weight loss. [1] Their low glycemic loads prevent blood sugar spikes that can increase hunger.

At least nine different families of fruits and vegetables exist, each with potentially hundreds of different plant compounds that are beneficial to health. Eat a variety of types and colors of produce in order to give your body the mix of nutrients it needs. This not only ensures a greater diversity of beneficial plant chemicals but also creates eye-appealing meals.

Tips to eat more vegetables and fruits each day

• Keep fruit where you can see it . Place several ready-to-eat washed whole fruits in a bowl or store chopped colorful fruits in a glass bowl in the refrigerator to tempt a sweet tooth.
• Explore the produce aisle and choose something new . Variety and color are key to a healthy diet. On most days, try to get at least one serving from each of the following categories: dark green leafy vegetables; yellow or orange fruits and vegetables; red fruits and vegetables; legumes (beans) and peas; and citrus fruits.
• Skip the potatoes . Choose other vegetables that are packed with different nutrients and more slowly digested  carbohydrates .
• Make it a meal . Try cooking new  recipes that include more vegetables. Salads, soups, and stir-fries are just a few ideas for increasing the number of tasty vegetables in your meals.

5 common questions about fruits and vegetables.

Vegetables, fruits, and disease, cardiovascular disease.

There is compelling evidence that a diet rich in fruits and vegetables can lower the risk of heart disease and stroke.

• A meta-analysis of cohort studies following 469,551 participants found that a higher intake of fruits and vegetables is associated with a reduced risk of death from cardiovascular disease, with an average reduction in risk of 4% for each additional serving per day of fruit and vegetables. [2]
• The largest and longest study to date, done as part of the Harvard-based Nurses’ Health Study and Health Professionals Follow-up Study, included almost 110,000 men and women whose health and dietary habits were followed for 14 years.
• The higher the average daily intake of fruits and vegetables, the lower the chances of developing cardiovascular disease. Compared with those in the lowest category of fruit and vegetable intake (less than 1.5 servings a day), those who averaged 8 or more servings a day were 30% less likely to have had a heart attack or stroke. [3]
• Although all fruits and vegetables likely contributed to this benefit, green leafy vegetables, such as lettuce, spinach, Swiss chard, and mustard greens, were most strongly associated with decreased risk of cardiovascular disease. Cruciferous vegetables such as broccoli, cauliflower, cabbage, Brussels sprouts , bok choy, and kale ; and citrus fruits such as oranges, lemons, limes, and grapefruit (and their juices) also made important contributions. [3]
• When researchers combined findings from the Harvard studies with several other long-term studies in the U.S. and Europe, and looked at coronary heart disease and stroke separately, they found a similar protective effect: Individuals who ate more than 5 servings of fruits and vegetables per day had roughly a 20% lower risk of coronary heart disease [4] and stroke, [5] compared with individuals who ate less than 3 servings per day.

Blood pressure

• The  Dietary Approaches to Stop Hypertension (DASH) study [6] examined the effect on blood pressure of a diet that was rich in fruits, vegetables, and low-fat dairy products and that restricted the amount of saturated and total fat. The researchers found that people with high blood pressure who followed this diet reduced their systolic blood pressure (the upper number of a blood pressure reading) by about 11 mm Hg and their diastolic blood pressure (the lower number) by almost 6 mm Hg—as much as medications can achieve.
• A randomized trial known as the Optimal Macronutrient Intake Trial for Heart Health (OmniHeart) showed that this fruit and vegetable-rich diet lowered blood pressure even more when some of the carbohydrate was replaced with healthy unsaturated fat or protein. [7]
• In 2014 a meta-analysis of clinical trials and observational studies found that consumption of a vegetarian diet was associated with lower blood pressure. [8]

Numerous early studies revealed what appeared to be a strong link between eating fruits and vegetables and protection against cancer . Unlike case-control studies, cohort studies , which follow large groups of initially healthy individuals for years, generally provide more reliable information than case-control studies because they don’t rely on information from the past. And, in general, data from cohort studies have not consistently shown that a diet rich in fruits and vegetables prevents cancer.

• For example, over a 14-year period in the Nurses’ Health Study and the Health Professionals Follow-up Study, men and women with the highest intake of fruits and vegetables (8+ servings a day) were just as likely to have developed cancer as those who ate the fewest daily servings (under 1.5). [3]
• A meta-analysis of cohort studies found that a higher fruit and vegetable intake did not decrease the risk of deaths from cancer. [2]

A more likely possibility is that some types of fruits and vegetables may protect against certain cancers.

• A study by Farvid and colleagues followed a Nurses’ Health Study II cohort of 90,476 premenopausal women for 22 years and found that those who ate the most fruit during adolescence (about 3 servings a day) compared with those who ate the lowest intakes (0.5 servings a day) had a 25% lower risk of developing breast cancer. There was a significant reduction in breast cancer in women who had eaten higher intakes of apples, bananas , grapes, and corn during adolescence, and oranges and kale during early adulthood. No protection was found from drinking fruit juices at younger ages. [9]
• Farvid and colleagues followed 90, 534 premenopausal women from the Nurses’ Health Study II over 20 years and found that higher fiber intakes during adolescence and early adulthood were associated with a reduced risk of breast cancer later in life. When comparing the highest and lowest fiber intakes from fruits and vegetables, women with the highest fruit fiber intake had a 12% reduced risk of breast cancer; those with the highest vegetable fiber intake had an 11% reduced risk. [10]
• After following 182,145 women in the Nurses’ Health Study I and II for 30 years, Farvid’s team also found that women who ate more than 5.5 servings of fruits and vegetables each day (especially cruciferous and yellow/orange vegetables) had an 11% lower risk of breast cancer than those who ate 2.5 or fewer servings. Vegetable intake was strongly associated with a 15% lower risk of estrogen-receptor-negative tumors for every two additional servings of vegetables eaten daily. A higher intake of fruits and vegetables was associated with a lower risk of other aggressive tumors including HER2-enriched and basal-like tumors. [11]
• A report by the World Cancer Research Fund and the American Institute for Cancer Research suggests that non-starchy vegetables—such as lettuce and other leafy greens, broccoli, bok choy, cabbage, as well as garlic, onions, and the like—and fruits “probably” protect against several types of cancers, including those of the mouth, throat, voice box, esophagus, and stomach. Fruit probably also protects against lung cancer. [12]

Specific components of fruits and vegetables may also be protective against cancer. For example:

• A line of research stemming from a finding from the Health Professionals Follow-up Study suggests that tomatoes may help protect men against prostate cancer, especially aggressive forms of it. [12] One of the pigments that give tomatoes their red hue—lycopene—could be involved in this protective effect. Although several studies other than the Health Professionals Study have also demonstrated a link between tomatoes or lycopene and prostate cancer, others have not or have found only a weak connection. [14]
• Taken as a whole, however, these studies suggest that increased consumption of tomato-based products (especially cooked tomato products) and other lycopene-containing foods may reduce the occurrence of prostate cancer. [12] Lycopene is one of several carotenoids (compounds that the body can turn into vitamin A) found in brightly colored fruits and vegetables, and research suggests that foods containing carotenoids may protect against lung, mouth, and throat cancer. [12] But more research is needed to understand the exact relationship between fruits and vegetables, carotenoids, and cancer.

Some research looks specifically at whether individual fruits are associated with risk of type 2 diabetes. While there isn’t an abundance of research into this area yet, preliminary results are compelling.

• A study of over 66,000 women in the Nurses’ Health Study, 85,104 women from the Nurses’ Health Study II, and 36,173 men from the Health Professionals Follow-up Study—who were free of major chronic diseases—found that greater consumption of whole fruits—especially blueberries, grapes, and apples—was associated with a lower risk of type 2 diabetes. Another important finding was that greater consumption of fruit juice was associated with a higher risk of type 2 diabetes. [15]
• Additionally a study of over 70,000 female nurses aged 38-63 years, who were free of cardiovascular disease, cancer, and diabetes, showed that consumption of green leafy vegetables and fruit was associated with a lower risk of diabetes. While not conclusive, research also indicated that consumption of fruit juices may be associated with an increased risk among women. (16)
• A study of over 2,300 Finnish men showed that vegetables and fruits, especially berries, may reduce the risk of type 2 diabetes. [17]

Data from the Nurses’ Health Studies and the Health Professional’s Follow-up Study show that women and men who increased their intakes of fruits and vegetables over a 24-year period were more likely to have lost weight than those who ate the same amount or those who decreased their intake. Berries, apples, pears, soy, and cauliflower were associated with weight loss while starchier vegetables like potatoes, corn, and peas were linked with weight gain. [1] However, keep in mind that adding more produce into the diet won’t necessarily help with weight loss unless it replaces another food, such as refined carbohydrates of white bread and crackers.

Gastrointestinal health

Fruits and vegetables contain indigestible fiber, which absorbs water and expands as it passes through the digestive system. This can calm symptoms of an irritable bowel and, by triggering regular bowel movements, can relieve or prevent constipation. [18] The bulking and softening action of insoluble fiber also decreases pressure inside the intestinal tract and may help prevent diverticulosis. [19]

Eating fruits and vegetables can also keep your eyes healthy, and may help prevent two common aging-related eye diseases—cataracts and macular degeneration—which afflict millions of Americans over age 65. [20-23] Lutein and zeaxanthin, in particular, seem to reduce risk of cataracts. [24]

• Bertoia ML, Mukamal KJ, Cahill LE, Hou T, Ludwig DS, Mozaffarian D, Willett WC, Hu FB, Rimm EB. Changes in intake of fruits and vegetables and weight change in United States men and women followed for up to 24 years: analysis from three prospective cohort studies. PLoS medicine . 2015 Sep 22;12(9):e1001878.
• Wang X, Ouyang Y, Liu J, Zhu M, Zhao G, Bao W, Hu FB. Fruit and vegetable consumption and mortality from all causes, cardiovascular disease, and cancer: systematic review and dose-response meta-analysis of prospective cohort studies. BMJ . 2014 Jul 29;349:g4490.
• Hung HC, Joshipura KJ, Jiang R, Hu FB, Hunter D, Smith-Warner SA, Colditz GA, Rosner B, Spiegelman D, Willett WC. Fruit and vegetable intake and risk of major chronic disease. Journal of the National Cancer Institute . 2004 Nov 3;96(21):1577-84.
• He FJ, Nowson CA, Lucas M, MacGregor GA. Increased consumption of fruit and vegetables is related to a reduced risk of coronary heart disease: meta-analysis of cohort studies. Journal of human hypertension . 2007 Sep;21(9):717.
• He FJ, Nowson CA, MacGregor GA. Fruit and vegetable consumption and stroke: meta-analysis of cohort studies. The Lancet . 2006 Jan 28;367(9507):320-6.
• Appel LJ, Moore TJ, Obarzanek E, Vollmer WM, Svetkey LP, Sacks FM, Bray GA, Vogt TM, Cutler JA, Windhauser MM, Lin PH. A clinical trial of the effects of dietary patterns on blood pressure. New England Journal of Medicine . 1997 Apr 17;336(16):1117-24.
• Appel LJ, Sacks FM, Carey VJ, Obarzanek E, Swain JF, Miller ER, Conlin PR, Erlinger TP, Rosner BA, Laranjo NM, Charleston J. Effects of protein, monounsaturated fat, and carbohydrate intake on blood pressure and serum lipids: results of the OmniHeart randomized trial. JAMA . 2005 Nov 16;294(19):2455-64.
• Yokoyama Y, Nishimura K, Barnard ND, Takegami M, Watanabe M, Sekikawa A, Okamura T, Miyamoto Y. Vegetarian diets and blood pressure: a meta-analysis. JAMA internal medicine. 2014 Apr 1;174(4):577-87.
• Farvid MS, Chen WY, Michels KB, Cho E, Willett WC, Eliassen AH. Fruit and vegetable consumption in adolescence and early adulthood and risk of breast cancer: population based cohort study. BMJ . 2016 May 11;353:i2343.
• Farvid MS, Eliassen AH, Cho E, Liao X, Chen WY, Willett WC. Dietary fiber intake in young adults and breast cancer risk. Pediatrics . 2016 Mar 1;137(3):e20151226.
• Farvid MS, Chen WY, Rosner BA, Tamimi RM, Willett WC, Eliassen AH. Fruit and vegetable consumption and breast cancer incidence: Repeated measures over 30 years of follow‐up. International journal of cancer . 2018 Jul 6.
• Wiseman M. The Second World Cancer Research Fund/American Institute for Cancer Research Expert Report. Food, Nutrition, Physical Activity, and the Prevention of Cancer: A Global Perspective: Nutrition Society and BAPEN Medical Symposium on ‘Nutrition support in cancer therapy’. Proceedings of the Nutrition Society . 2008 Aug;67(3):253-6.
• Giovannucci E, Liu Y, Platz EA, Stampfer MJ, Willett WC. Risk factors for prostate cancer incidence and progression in the health professionals follow‐up study. International journal of cancer . 2007 Oct 1;121(7):1571-8.
• Kavanaugh CJ, Trumbo PR, Ellwood KC. The US Food and Drug Administration’s evidence-based review for qualified health claims: tomatoes, lycopene, and cancer. Journal of the National Cancer Institute . 2007 Jul 18;99(14):1074-85.
• Muraki I, Imamura F, Manson JE, Hu FB, Willett WC, van Dam RM, Sun Q. Fruit consumption and risk of type 2 diabetes: results from three prospective longitudinal cohort studies. BMJ . 2013 Aug 29;347:f5001.
• Bazzano LA, Li TY, Joshipura KJ, Hu FB. Intake of fruit, vegetables, and fruit juices and risk of diabetes in women. Diabetes Care . 2008 Apr 3.
• Mursu J, Virtanen JK, Tuomainen TP, Nurmi T, Voutilainen S. Intake of fruit, berries, and vegetables and risk of type 2 diabetes in Finnish men: the Kuopio Ischaemic Heart Disease Risk Factor Study–. The American journal of clinical nutrition . 2013 Nov 20;99(2):328-33.
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