This article examines the socialization rites that newly appointed secondary school vice-principals experienced as they negotiated the passage between teaching and administration.

The role of relationships in mediating immigrant newcomers’ academic engagement and performance is examined using a mixed-methods approach.

In this article, we determine whether the greater presence of Latinos on school boards in California is related to greater representation of coethnics among educational administrators and teachers. We then examine if there is any relationship between greater representation in the educational bureaucracy, and more favorable educational outcomes for Latino students.

This article examines school-based professional inquiry communities known as Critical Friends Groups, analyzing how four design features—their diverse menu of activities, their decentralized structure, their interdisciplinary membership, and their reliance on structured conversation tools called “protocols”—influence the capacity of these groups to pursue whole-school reform and instructional improvement.

This article examines the centrist leader perspective of the ISLLC standards and argues that the centrist view undermines the potential for collaborative leadership in schools.

This case study describes how one urban elementary school in a high-reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships. The case study identifies four factors that allowed the school to build successful bridges to its community. These factors are: a) the school's commitment to learning; b) the principal's support and vision for community involvement; c) the school's receptivity and openness to community involvement; and d) the school's willingness to engage in two-way communication with potential community partners about their level and kind of involvement.

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.

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

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.

A high school administrator adopts a feminist approach to administration.

This article considers the implications of teacher empowerment for school leadership.

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.

This article cautions that prescriptive announcements for school improvement currently in vogue are not all clearly justified by research on school effectiveness.

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.

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.

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.

A call to consider assertive forms of school leadership.

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.

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.

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.

Many guidelines for school improvement have emerged from recent research and experience. The connected issues of school improvement and staff development are explored. Guidance for staff development as a part of school improvement is delineated.

Quality of work-life issues are described in relation to a changing labor force. Organizational issues affecting work motivation include opportunity and power. An integrated approach is taken to productivity and quality of work life.

The organization and purposes of a major educational organization are discussed.

We are entering with youth an epoch dominated by three great imperatives: (1) World organization; (2) Increased democracy; and (3) Planning for abundance. Each is a continuation of some trends from the past, but each calls upon us in education to counteract powerful and long-standing habits of thought which have tolerated blind isolation, dictatorships at home and abroad, and economic anarchy leading to depressions.