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Administration >> Leadership

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.

by Sidney Pressey — 1971
An autobiography.

by George Shuster — 1971
An autobiography.

by George Stoddard — 1971
An autobiography.

by Ruth Strang — 1971
An autobiographical sketch.

by Robert Ulich — 1971
An autobiography.

by Carleton Washburne — 1971
An autobiographical sketch.

by Paul Woodring & Robert McCaul — 1971
The men and the woman whose autobiographies appear in this yearbook were born during the last decade of the nineteenth century or the first year or two of the present century. This was about the end of the period of the closing frontier when, as Dewey warned in School and Society, the schools were failing to respond to the new challenges presented by urbanization, industrialism, and an extended period of compulsory schooling.

by Robert Munnelly — 1971
The organization and purposes of a major educational organization are discussed.

by Arthur Gates — 1971
An autobiography.

by James Lipham — 1964
The primary purpose of this chapter is to summarize recent studies of leadership which have implications for administrative theory and practice.

by David Jenkins — 1960
Leadership is a concept for which there are several definitions. Sometimes it is seen as the behavior of people who are in a position of leader; sometimes it is seen as a particular set of behaviors; at still other times it is viewed as a set of personal characteristics. For gaining further understanding into some of the problems and processes of present-day instructional groups, it is defined here as follows: Leadership is behavior which affects the instructional group.

by Goodwin Watson — 1942
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.

by Charles Lowry — 1908
Recently there was sent out by the secretary of this Society to many of its members and others, a circular asking each (1) to give his views as to the need for carrying on systematic work for training the teaching force to a higher degree of efficiency, and (2) to make a statement of the nature of such work, if any. that is carried on in the school system with which he is connected.

by Charles Lowry — 1908
Success in any occupation depends upon the native ability, the initial equipment, and the intensity of the desire for improvement existing in the worker. This statement applies to work in its broadest sense, including that of the artist, the professional man, and the mechanic.

by Maiyoua Vang — 2012
Transformational leadership is not polite. It is political. For school leaders, that assignment exacts a multilevel (individual, organizational, societal) accounting of the congruence between our espoused values and how we choose to live with one another in this democratic project. In this piece, I argue that cultivating authentic school leadership requires nothing short of the politicization of educational leadership preparation curricula and that only through authentic engagement with the political and economic life world can we begin to decipher and challenge the governing apparatus that constrains our very ability to move beyond pedestrian leadership preparation or boutique scholarship toward a project of authentic justice.

by Steve Gruenert & Brad Balch — 2016
School leaders are faced with stress as part of their daily jobs; however, left unaddressed, stress has the potential of becoming mentally and physically exhausting. School leaders need opportunities for stress reduction as well as the means to predict and anticipate stress in an effort to minimize its effects. This commentary discusses leadership-related stress and offers strategies to minimize and cope with stress.

by Sylvia Bagley — 2016
This commentary proposes that the phrase “teacher leader” adds to confusion about the concept, given many possible interpretations of how the term “teacher” relates to “leader." We should instead refer to “teacher leaders” as “teacher-leaders," and linguistically and conceptually position them as simultaneously leaders and teachers.

by Rebecca Lowenhaupt — 2016
This commentary argues that principals are well positioned to promote a progressive vision of education. In particular, principals might enact progressive practices through instructional leadership, managing data-use, and developing distributed leadership models in their schools. In this way, principals might co-opt accountability policies to promote progressive aims, despite the threats to progressive education inherent in accountability policies.

by Jamie Kudlats — 2017
Scholarly insights into the principal-student relationship are scarce compared to scholarship regarding the teacher-student relationship. This commentary considers questions that may arise from a deeper examination of the principal-student relationship and calls for increased attention to the topic.

by Kim Keamy — 2017
Making time to listen is fundamental to the work of an academic leader when colleagues are being required to make significant changes to the way they teach.

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