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.
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
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.
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.
An autobiographical fragment & a biographical commentary.
A humble autobiography.
An autobiographical sketch.
An autobiographical sketch.
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.
The organization and purposes of a major educational organization are discussed.
The primary purpose of this chapter is to summarize recent
studies of leadership which have implications for administrative
theory and practice.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.