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Educational Leadership: Policy Dimensions in the 21st Century

reviewed by Jane Clark Lindle - 2002

coverTitle: Educational Leadership: Policy Dimensions in the 21st Century
Author(s): Bruce Anthony Jones (Editor)
Publisher: ABLEX Publishing Company, Westport, CT
ISBN: 1567504892, Pages: 176, Year: 2000
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Projecting the future is an ambitious task because of limits on extrapolations from current trends. In fact, business and government planning has reduced its scope from five-years or more to one-year or even six-month plans (e.g. Dixit & Nalebuff, 1991). Given such constraints, Bruce Anthony Jones, who writes with colleagues from the National Policy Board for Educational Administrationís Policy Circle, has edited a volume that tackles two slippery aspects of 21st century educational policy, (1) educational leadership and (2) the dimensions of future policy itself. In doing so, Jones and his colleagues have contributed to the body of school leadership analyses that starts with Tyack and Hansotís (1982) Managers of Virtue, proceeds through the 1980s "tidal" years for "bully pulpit" education reforms (Bacharach, 1990; Griffiths, Stout, & Forsyth, 1988; Hannaway & Crowson, 1989; Jacobson & Conway, 1990), and continues into the 1990s standards and accountability movement (Murphy, 1992; Murphy & Louis, 1999; Tucker & Codding, 1998). The question is: Does this volume project new directions for policy on school... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 104 Number 5, 2002, p. 879-882
https://www.tcrecord.org ID Number: 10819, Date Accessed: 8/3/2021 2:35:09 PM

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About the Author
  • Jane Lindle
    University of Kentucky
    E-mail Author
    Jane Clark Lindle, Ph.D., is Professor of Administration & Supervision in the College of Education at the University of Kentucky. She is Co-Director of the University of Kentucky/University of Louisville Joint Center for the Study of Educational Policy and Director of Graduate Studies for her department. Professor Lindle focuses her research on micropolitical processes affecting school policy implementation. Recently Professor Lindle spent a year as a public middle school principal serving UKís land-grant mission as a scholar-practitioner.
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