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by Ernestine Enomoto 2000
To explore the gendered construction of educational management, two metaphors--mother and visionary--are deconstructed to expose gendered assumptions in these alternative images of leadership.

by Larry Cuban 1998
The author describes his own mixed feelings regarding The American School Superintendent: Leading in an Age of Pressure.

by Ann Lieberman, Beverly Falk & Leslie Alexander 1995
How do values of "learner-centeredness" get played out in schools? How do leaders work within their schools to build community? How are norms and structures built and sustained that keep a school focused on students' lives and their learning? What does it take to build commitment and motivate teachers to become an inquiring community? How do leaders think about and act on their own individual interests and concerns while dealing with the collective work of running a school? How do they cope with the distractions of daily problems as they struggle to improve the quality of life and learning in the school? To find answers to these questions we held individual and group interviews with both the current and past school directors, made a series of observations in their schools, and studied the documents produced by the schools. These research efforts provided us with an opportunity to learn not only about issues of leadership, but also about how these schools were created, and how norms, values, and practices have been maintained through successions of leadership and variations in style.

by Gene Chasin & Henry Levin 1995
Thomas Edison Elementary School in Sacramento is a prototype of the California challenge. Edison is one of fifty-one elementary schools among the eighty-nine schools in the San Juan Unified School District. Edison's early success in meeting its challenges are due to a major transformation of the school that has been undertaken by Edison staff, students, and parents. Edison is one of the growing number of schools that are following the Accelerated Schools process to bring all students into the academic mainstream by the end of their elementary schooling and to give them further support at the middle and secondary levels.

by Carol Weiss 1993
Despite the failure of SDM to live up to its hype, there is something intrinsically appealing about the notion that school administration derives its just powers from the consent of the governed, at least the adult governed. At a time when industry has moved toward greater worker participation in management, it seems only fair that teachers, too, have a say in conditions that affect their work lives.

by James Jacobs & Boaz Morag 1992

by Ellen Lagemann 1992

by Lynne Miller & Cynthia O'Shea 1992
The purpose.of this chapter is to show how teacher leadership emerges, what teacher leaders do, and how teacher leaders think about themselves as they take on new roles. Data for the study were collected through written responses to questions, interviews, observation, and analysis of documents.

by Patricia Wasley 1992
In this chapter I report on Aguilar Elementary School's rather remarkable story, using numerous quotations taken from taped records of my group sessions with the faculty. Then I reexamine teacher leadership through the lens of Aguilar; its case offers fresh insights on the problems and possibilities for educational change.

by Luvern Cunningham 1990
In this volume, the authors wrestle with the changing contexts that surround the work, the roles, and the responsibilities of educational leaders for the next generation of children and youth. What we have learned and are learning about children, their families, their teachers, their schools, their communities, and about how children learn and how they are taught is important for how we plan to organize and administer tomorrow's schools. The focus is on how educational leadership relates to ideological, institutional, and individual transformations that occur in abundance as society evolves. It is a volume where the authors audit some dimensions of the human condition relevant to teaching and learning and extract meaning and significance for those who expect to lead and administer our schools.

by Brad Mitchell 1990
I am interested in how images of loss, belonging, and becoming are shaping social policy and school reform in late twentieth-century America. In particular, I want to explore what challenges the collusion and collision of these three themes place on educational leaders for tomorrow's schools. Thus, this chapter is organized as follows: (a) a critical explanation and examination of loss, belonging, and becoming as central themes in human development and social policy for public education; (b) a look at the implications of these three themes on how we govern, administer, and operate public schools; and (c) a discussion of how recent social policy and school reform responses to loss, belonging, and becoming relate to the sociohistorical pursuit of educational equity and excellence.

by Michael Kirst, Milbrey McLaughlin & Diane Massell 1990
The current fragmentation across children's services represents a fundamental failure to confront the comprehensive needs of children, youth, and adults. Those responsible for providing services to children have neglected to begin with the simple, provocative question: What is it like to be a child who needs help? The current top-down policy approach operates from the organizational perspective of the multiple providers. We outline here the changing conditions and needs of children to form a basis for analyzing the effectiveness of the current services delivered to them. We then move to the conditions of the services as they presently exist, and to prescriptions for improving and reconceptualizing policies and administrative approaches. Finally, we delineate the role of the schools in this new conceptualization.

by Lonnie Wagstaff & Karen Gallagher 1990
We believe there are problems in how schools relate to different family structures, in how schools fit into diverse communities, in how schools perform their roles, and in what the proper roles are. Thus this chapter is a critical essay rather than a comprehensive review of research literature on families, communities, and their relationships with schools. Essentially, three questions guide our excursion on the nature and status of school, family, and community relations. I. Where did our current conceptions of the family and the community originate, and how do these idealized concepts relate to the political, social, and demographic realities of the 1980s and 1990s? 2. What are meaningful indicators of family, community, and school well-being? 3. What is meant by the terms "school-community relations" and "home-school relationships"?

by Barnett Berry & Rick Ginsberg 1990
In this chapter, we will assess the prospects for school reform by examining the evidence on the nature of effective schools and their relationship to teachers and school leaders. We will argue that the effectiveness research, although a sound beginning for understanding successful school practices, moved from the laboratory to the real world before research elucidated more precise yet context-driven procedures of effective practices.

by Sharon Rallis 1990
This chapter is based on the assumption that the relationship between teachers and principals is at the crux of school restructuring) Moreover, it is assumed that the notion of "principal" will not disappear in the immediate future. The American public school system is too much a conservative social institution to expect a radical departure from traditional structures of authority and accountability. However, it is assumed that the concept of educational leadership will evolve dramatically over the next decade. In other words, tomorrow's schools will have principals, but the schools will be led in a much different fashion.

by James Guthrie 1990
The purposes of this chapter are to (1) describe the fundamental public sector management strategies and their historic application to United States education; (2) analyze assumptions contained in the currently dominant, bureaucratic management strategy and specify why those assumptions increasingly may fail to make sense; (3) speculate regarding the models that appear to be evolving to compete with pyramidal bureaucracy as a dominant mode of school management; and (4) project the consequences of a shift in management strategies for administrator practice and preparation and systematic inquiry about educational administration.

by Helen Regan 1990
A high school administrator adopts a feminist approach to administration.

by Frances Bolin 1989
This article considers the implications of teacher empowerment for school leadership.

by Arthur Blumberg 1988
Using faculty recollections of Burton Blatt's tenure as Dean of the School of Education at Syracuse University, this article considers how Blatt was able to have such a powerful impact on his faculty, and what can be learned about the concept of leadership of academic organizations from his legacy.

by Robert Anderson 1988
Curriculum workers, supervisors, and others in leadership roles are frequently daunted by essentially political forces and pressures that call for compromise of professional standards or ethics or the diversion of energies intended to benefit children to other and less legitimate activities. In some cases, the pressures take the form of mandates or their equivalent from state governments, state agencies, or other powerful entities seeking to accomplish certain broad social or political goals through the instrument of public education. In other cases, the pressures are more localized and originate with parents, both individually and collectively, with boards of education, or with the administrative officers of the local school district. On occasion the pressures come from prestigious persons, organizations, or other opinion-influencing entities such as the media. Whatever their origins or their merit, such pressures sometimes pose enormous problems for supervisors and eventually dilute, alter, or imperil the overall quality of educational services. In this chapter we examine these pressures and consider how curriculum workers are affected by and deal with them.

by Gary Griffin 1988
This chapter is devoted to an explication of how school principals would promote curriculum work if the metaphor of teacher as classroom executive were used as a basic guide for leadership. Research evidence to support the use of this metaphor is included. The chapter ends with a set of recommendations about how principal preparation programs might be reconceptualized to make the use of the classroom executive metaphor more prevalent in schools.

by Perry A. Zirkel & Scott Greenwood 1987
This article cautions that prescriptive announcements for school improvement currently in vogue are not all clearly justified by research on school effectiveness.

by Sophie Haroutunian-Gordon 1987
The methods of evaluating a teacher's effectiveness are many, yet all assume instructional intentions on the part of the teacher. This paper examines Socrates in order to identify his pedagogical aims and whether his intentions or lack thereof make a difference in explaining why he does what he does.

by John Smyth 1987
Teacher supervision is suffering from a legacy of being affiliated with an outmoded integration of science and technology. Dialectical supervision, which emphasizes empowering teachers with ways of knowing that involve continually confronting themselves and searching for more responsive and less dominant educative practices, is proposed as an oppositional view to that of hierarchical scientific management of teaching.

by Ann Lieberman 1987
This article responds to the twin calls for teacher leadership and collaboration between schools and universities made by the Holmes Group and the Carnegie Forum.

by Samuel Bacharach & Sharon Conley 1987
This paper explores from an organizational theory point of view issues related to standards for entry into teaching, differential staffing models, and school management. The focus is on the central issue of control versus autonomy in the organizational structure of schools.

by Dale Mann 1986
A call to consider assertive forms of school leadership.

by David Nyberg & Paul Farber 1986
Teachers are in the awkward position of exercising authority, yet have dubious control over the conditions within which they do so. The ideal teacher role is authority exercised in good faith and a commitment to the burdens and uncertainties of educational authority.

by Henry Giroux 1986
A strong conservative current underlies much of what is currently said about authority in schooling. Educational authority should be rooted in the ideal of democratic social transformation, a function it cannot have when conceived of more narrowly in terms of institutional heirarchy and stability.

by Kenneth Benne 1986
All educational authority is not contained within the schoolyard fence. Education and re-education are processes in which the authority underlying not just knowledge of things, but value orientations and even self-identity, should be created by communities that are much more enclusive than the profession of education.

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