Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Administration >> 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 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 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 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 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 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 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 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.

by Francis Roberts — 1984
As we have seen in the preceding essays, the term has varied meanings even among professional humanists. Although this variability makes little difference in most discussions, it is a critical factor when turning attention to school improvement. Schools, unlike the more separate settings of universities, exist in communities and under the close supervision of lay school boards. The language of the school must be one that is clear to the community. The term "humanities" is not now a part of that common language.

by Ann Lieberman & Lynne Miller — 1984
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.

by Rosabeth Kanter — 1981
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.

by Robert Havighurst — 1971
This yearbook has evolved out of discussions and experiments carried on by the Board of Directors of the National Society for the Study of Education, beginning in 1964. Nothing like it had been done before, and the board had to explore a number of questions before it could actually approve the yearbook project.

by John Brubacher — 1971
An autobiography.

by William Carr — 1971
An autobiography.

by James Conant & Paul Woodring — 1971
An autobiographical fragment & a biographical commentary.

by George Counts — 1971
A humble autobiography.

Found 78
Displaying 31 to 60
<Back | Next>
Recent Posts
Book Reviews
by Cynthia D. Urbanski
reviwed by Penny Howell, Margaret Rintamaa & Jean Wolph — 2016

by Bruce A. Jones & Anthony Rolle
reviwed by David DeMatthews & Becca Gregory — 2016

by Charles Salina, Suzann Girtz, & Joanie Eppinga
reviwed by Rickey Frierson, Trang Phan & R. Anthony Rolle — 2016

by Faith Wambura Ngunjiri and Susan R. Madsen (Eds)
reviwed by Brenda Marina & Fumane Khanare — 2016

by Mike Bottery
reviwed by Marsha Modeste — 2016

by Thomas L. Alsbury and Phil Gore (Eds.)
reviwed by Robert Smith — 2016

by Robert Smith and S. David Brazer
reviwed by Marc Brasof & Rebecca Bennett — 2016

by John J. Sosik
reviwed by Christopher Meidl & Sandra Quiρones — 2016

by Linda Lambert, Diane P. Zimmerman, & Mary E. Gardner
reviwed by Hollie Mackey — 2016

Found 110
Displaying 1 to 10
<Back | Next>

Found 28Displaying 1 to 10 Next>
Member Center
In Print
This Month's Issue