Educational Administration, Policy, and Reform
Research and Measurement
Will be published approx. on 1. January 2004
Book
Paperback/Softback
388 pages
978-1-59311-134-2 (ISBN)
Description
This book series on Theory and Research in Educational Administration is about understanding schools. We welcome articles and analyses that explain school organizations and administration. We are interested in the "why" questions about schools. To that end, case analyses, surveys, large data base analyses, experimental studies, and theoretical analyses are all welcome. We provide the space for authors to do comprehensive analyses where that is appropriate and useful. We believe that the Theory and Research in Educational Administration Series has the potential to make an important contribution to our field, but we will be successful only if our colleagues continue to join us in this mission.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
College/higher education
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 21 mm
Weight
588 gr
ISBN-13
978-1-59311-134-2 (9781593111342)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
About the Authors.
Editors' Comments; Wayne K. Hoy and Cecil G. Miskel.
Chapter 1. Reform Refractions: Organizational Perspectives on Standards-Based Reform; Jane Coggshall.
Chapter 2. Local Anchors Versus State Levers in State-Led School Reform: Identifying the Community Around Public Schools; John Sipple.
Chapter 3. District Central Office-Community Partnerships: From Contracts to Collaboration to Control; Meredith I. Honig.
Chapter 4. Communities of Practice and Teacher Quality; Susan M. Printy and Helen M. Marks.
Chapter 5. Estimating the Effects of Academic Departments on Organic Design in High Schools: A Crossed-Multilevel Analysis; Sang-Jin Kang, Brian Rowan, and Stephen W. Raudenbush.
Chapter 6. Implementing Teacher Evaluation Systems: How Principals Make Sense of Complex Artifacts to Shape Local Instructional Practice; Richard Halverson, Carolyn Kelley, and Steven Kimball.
Chapter 7. We Must Model How We Teach: Learning to Lead with Compelling Models of Professional Development; Ellen Goldring and Nancy Vye.
Chapter 8. Putting Tab A into Slot B: A Reliable Method for Identifying Subsystem Advocacy Coalitions; Thomas V. Shepley.
Chapter 9. Social Capital in Education: Taking Stock of Concept and Measure; Patrick B. Forsyth and Curt M. Adams.
Chapter 10. An Exploratory Analysis of Faculty Trust in Higher Education; Alan R. Shoho and Page A. Smith.
Chapter 11. Theoretical and Empirical Foundations of Mindful Schools; Wayne K. Hoy, Charles Quincey Gage, III, and C. John Tarter.
Chapter 12. The Outsider-Within: Toward a Socially Critical Theory of Leadership; Khaula Murtadha and Colleen L. Larson.
Editors' Comments; Wayne K. Hoy and Cecil G. Miskel.
Chapter 1. Reform Refractions: Organizational Perspectives on Standards-Based Reform; Jane Coggshall.
Chapter 2. Local Anchors Versus State Levers in State-Led School Reform: Identifying the Community Around Public Schools; John Sipple.
Chapter 3. District Central Office-Community Partnerships: From Contracts to Collaboration to Control; Meredith I. Honig.
Chapter 4. Communities of Practice and Teacher Quality; Susan M. Printy and Helen M. Marks.
Chapter 5. Estimating the Effects of Academic Departments on Organic Design in High Schools: A Crossed-Multilevel Analysis; Sang-Jin Kang, Brian Rowan, and Stephen W. Raudenbush.
Chapter 6. Implementing Teacher Evaluation Systems: How Principals Make Sense of Complex Artifacts to Shape Local Instructional Practice; Richard Halverson, Carolyn Kelley, and Steven Kimball.
Chapter 7. We Must Model How We Teach: Learning to Lead with Compelling Models of Professional Development; Ellen Goldring and Nancy Vye.
Chapter 8. Putting Tab A into Slot B: A Reliable Method for Identifying Subsystem Advocacy Coalitions; Thomas V. Shepley.
Chapter 9. Social Capital in Education: Taking Stock of Concept and Measure; Patrick B. Forsyth and Curt M. Adams.
Chapter 10. An Exploratory Analysis of Faculty Trust in Higher Education; Alan R. Shoho and Page A. Smith.
Chapter 11. Theoretical and Empirical Foundations of Mindful Schools; Wayne K. Hoy, Charles Quincey Gage, III, and C. John Tarter.
Chapter 12. The Outsider-Within: Toward a Socially Critical Theory of Leadership; Khaula Murtadha and Colleen L. Larson.