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Educational Administration : Theory, Research, and Practice

ISBN: 9780072875683 | 0072875682
Edition: 7th
Format: Paperback
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Pub. Date: 8/11/2004

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SummaryTable of Contents
A leading text in its field, "Educational Administration" presents the most comprehensive synthesis available of theory and research in organizational behavior as it applies to the practice of Educational Administration. Each theoretical perspective presented concludes with an authentic case study that challenges students to apply their knowledge to an actual contemporary school problem.
Prefacexiv
The School as a Social System
1(38)
Theory
2(6)
... MORE
Theory and Science
2(2)
Theory and Reality
4(1)
Theory and Research
4(2)
Theory and Practice
6(2)
A Systems Perspective
8(10)
Rational System: A Machine Model
9(4)
Natural System: An Organic Model
13(5)
Open System: An Integration
18(2)
Key Properties of Open Systems
20(2)
Social-Systems Model: Basic Assumptions
22(1)
Key Elements of the School Social System
23(10)
Structure
25(1)
Individual
25(2)
Culture
27(1)
Politics
28(1)
Technical Core: Teaching and Learning
29(1)
Environment
29(1)
Outcomes
30(1)
Internal Feedback Loops
30(2)
External Feedback Loops
32(1)
The School as a Learning Organization
33(1)
A Case for Leadership: Rash Decision?
34(1)
Summary and Suggested Readings
35(2)
Key Assumptions and Principles
37(1)
Notes
38(1)
The Technical Core: Learning and Teaching
39(43)
Learning: A Definition
40(1)
A Behavioral Perspective on Learning
41(5)
Consequences
42(2)
Antecedents
44(2)
Teaching Applications of the Behavioral Approach
46(4)
Learning Objectives
46(1)
Mastery Learning
47(1)
Direct Instruction
48(2)
A Cognitive Perspective on Learning
50(11)
Knowledge and Learning
51(3)
Sensory Memory
54(1)
Working Memory
55(1)
Long-Term Memory
56(5)
Teaching Applications of the Cognitive Approach
61(4)
Underlining or Highlighting
62(1)
Taking Notes
63(1)
Visual Tools
63(1)
Mnemonics
64(1)
A Constructivist Approach to Learning
65(6)
Types of Constructivism
65(3)
How Is Knowledge Constructed?
68(1)
Knowledge: Situated or General?
69(2)
Teaching Applications of Constructivist Approaches
71(7)
Inquiry and Problem-Based Learning
72(2)
Cognitive Apprenticeships
74(1)
Cooperative Learning
75(3)
A Case for Leadership: Cooperative Learning: Sound Practice or Social Experiment?
78(1)
Summary
79(2)
Key Assumptions and Principles
81(1)
Notes
81(1)
Structure in Schools
82(44)
Weberian Model of Bureaucracy
83(2)
Division of Labor and Specialization
83(1)
Impersonal Orientation
84(1)
Hierarchy of Authority
84(1)
Rules and Regulations
84(1)
Career Orientation
84(1)
Efficiency
85(1)
Ideal Type
85(1)
Criticisms of the Weberian Bureaucratic Model
85(12)
Functions and Dysfunctions of the Model
86(1)
Functions and Dysfunctions of Rules
87(3)
Neglect of the Informal Organization
90(5)
Dual Structure of the Bureaucratic Model
95(1)
A Feminist Critique of Bureaucracy
96(1)
Formal Structure in Schools
97(16)
Hall on Bureaucratic Structure
98(4)
Hoy and Sweetland on Structure
102(3)
Mintzberg on Structure
105(8)
Loose Coupling Perspective
113(3)
Professional and Bureaucratic Conflict
116(4)
Professional and Bureaucratic Orientations in Schools
118(2)
A Case for Leadership: Problems at West High
120(2)
Summary and Suggested Readings
122(1)
Key Assumptions and Principles
123(1)
Notes
124(2)
Individuals in Schools
126(37)
Needs
127(10)
Hierarchy of Needs
128(3)
Needs and Worker Satisfaction
131(2)
Need for Achievement
133(2)
Need for Autonomy
135(2)
Goals
137(3)
Goal-Setting Theory
137(3)
Beliefs
140(17)
Beliefs about Causality: Attribution Theory
141(2)
Beliefs about Ability
143(2)
Beliefs about Fairness: Equity Theory and Procedural Justice
145(2)
Beliefs about Outcomes: Expectancy Theory
147(3)
Beliefs about Capabilities: Self-Efficacy Theory
150(7)
Intrinsic and Extrinsic Motivation
157(2)
A Case for Leadership: Reverse the Decline
159(1)
Summary and Suggested Readings
160(1)
Key Assumptions and Principles
161(1)
Notes
161(2)
Culture and Climate in Schools
163(39)
Organizational Culture
164(20)
Definition of Organizational Culture
165(1)
Levels of Organizational Culture
166(4)
Functions of Culture
170(1)
Common Elements of Culture
171(1)
School Culture
171(13)
Organizational Climate
184(10)
Definition of Organizational Climate
185(1)
A Climate of Organizational Openness
186(2)
OCDQ: Some Research Findings
188(1)
A Climate of Organizational Health
189(4)
OHI: Some Research Findings
193(1)
Changing the Culture and Climate of Schools
194(4)
The Clinical Strategy
194(2)
The Growth-Centered Strategy
196(1)
A Norm-Changing Strategy
196(2)
A Case for Leadership: Surprise at St. Clair Middle School
198(1)
Summary and Suggested Readings
199(1)
Key Assumptions and Principles
200(1)
Notes
201(1)
Power and Politics in Schools
202(36)
Sources of Authority: Legitimate Power
203(2)
Authority and Administrative Behavior in Schools
205(3)
Sources of Power
208(2)
Administrative Uses of Power
210(3)
Mintzberg's Perspective on Power
213(3)
A Comparison and Synthesis of Power Perspectives
216(1)
Power, Rationality, and Rationalization
217(3)
Organizational Power and Politics
220(2)
External Coalitions
220(1)
Internal Coalitions
221(1)
The Power Game
222(12)
Political Tactics
224(2)
Political Games
226(5)
Conflict Management
231(3)
A Case for Leadership: Conflict at Washington High School
234(1)
Summary and Suggested Readings
235(1)
Key Assumptions and Principles
236(1)
Notes
237(1)
External Environments of Schools
238(32)
Task and Institutional Environments
240(1)
Information Perspective
241(2)
Environmental Uncertainty
242(1)
Resource-Dependence Perspective
243(9)
Administering Information and Resource Environments
245(7)
Institutional Perspective
252(14)
Conceptual Foundations
254(5)
Summary Assessments of Institutional Theory
259(1)
Administering Institutional Environments
260(3)
Policy Making and the Changing Environments for Education
263(3)
A Case for Leadership: A Reading War
266(1)
Summary and Suggested Readings
267(1)
Key Assumptions and Principles
268(2)
School Effectiveness, Accountability, and Improvement
270(29)
School Effectiveness---Challenging Administrative Practices
272(3)
Social Systems and School Effectiveness
275(10)
Input Criteria
276(1)
Performance Outcomes
276(3)
Transformational Criteria
279(6)
Accountability and Educational Reform
285(10)
A Case for Leadership: A Mandate for Higher Accountability
295(1)
Summary and Suggested Readings
296(2)
Key Assumptions and Principles
298(1)
Decision Making in Schools
299(41)
The Classical Model: An Optimizing Strategy
300(1)
The Administrative Model: A Satisficing Strategy
300(12)
Some Basic Assumptions
301(2)
Decision-Making Process: An Action Cycle
303(9)
The Incremental Model: A Strategy of Successive Limited Comparisons
312(1)
The Mixed-Scanning Model: An Adaptive Strategy
313(5)
A Contingency Approach: The Right Strategy for the Situation
315(3)
The Garbage Can Model: Nonrational Decision Making
318(2)
Janis-Mann Conflict Theory: Stress and Irrationality in Decision Making
320(3)
Participation in Decision Making
323(10)
Hoy-Tarter Model of Shared Decision Making
324(7)
A Caution on Group Decision Making: Groupthink
331(2)
A Case for Leadership: The Teachers Council
333(3)
Summary and Suggested Readings
336(1)
Key Assumptions and Principles
337(1)
Notes
338(2)
Communication in Schools
340(34)
Individual Approaches to Communication
341(16)
Components of a General Model of the Communication Process
343(4)
Improving Individual Communication Competence
347(10)
Organizational Perspectives of Communication
357(12)
Organizational Communication
357(1)
Purposes of Communication in School Organizations
357(1)
Communication Networks
358(3)
Formal Communication Networks in Schools
361(3)
Informal Communication Networks in Schools
364(2)
Complementary Networks: Formal and Informal Communication
366(3)
A Case for Leadership: Scandal at Placido High: Coincidence or Conspiracy?
369(3)
Summary and Suggested Readings
372(1)
Key Assumptions and Principles
373(1)
Leadership in Schools
374(36)
Defining Leadership
375(2)
The Nature of Administrative Work
377(19)
Traits, Skills, and Leadership
378(5)
Situations and Leadership
383(3)
Behaviors and Leadership
386(2)
Leadership Effectiveness
388(1)
Contingency Models of Leadership
389(6)
Changing Leadership Perspectives
395(1)
A Model of Transformational Leadership
396(6)
Three Types of Leadership
396(3)
Theory and Research about Transformational Leadership
399(3)
Distributed Leadership
402(4)
A Case for Leadership: District Leadership and Systemic Reform
406(1)
Summary and Suggested Readings
407(1)
Key Assumptions and Principles
408(1)
Notes
409(1)
One Last Time: A Review of the School as a Social System
410
A Model of Synthesis
410(11)
Structure in Schools
411(1)
Individuals in Schools
412(1)
Culture and Climate in Schools
413(1)
Power and Politics in Schools
414(1)
Teaching and Learning in Schools
414(2)
External Environments of Schools
416(1)
School Effectiveness, Accountability, and Improvement
417(1)
Decision Making in Schools
418(1)
Communication in Schools
419(1)
Leadership in Schools
419(1)
Administrative Behavior
420(1)
Organizational Dilemmas
421(3)
Coordination and Communication
421(1)
Bureaucratic Discipline and Professional Expertise
422(1)
Administrative Planning and Individual Initiative
423(1)
Learning as Behavior and Cognition
423(1)
Conclusion
424(2)
A Collection of Cases for Educational Leadership
426
Bibliography1(1)
Name Index1(8)
Subject Index9

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