Organizational Behavior in Education
Leadership and School Reform
10th Edition
Published on 24. June 2010
Book
Hardback
400 pages
978-0-13-701746-1 (ISBN)
Description
An authoritative and timely examination of organizational behavior and how leaders can create effective school cultures.
Well-established as a standard textbook in the preparation of effective and thoughtful school administrators, Organizational Behavior in Education continues its tradition of offering students of educational administration the most current thinking and the most in-depth exploration of organizational leadership as it relates to decision-making, organizational change, managing conflict, and motivating others. As readers are challenged to develop and analyze the successful implementation of school reform, they gain a professional understanding of the organizational theory and research that are the bedrock of modern practice.
The thoroughly revised tenth edition of Organizational Behavior in Education updates the research and theory behind organizational effectiveness in schools as it pertains to change, leadership, and new issues in school reform including comprehensive school reform models, charter schools, and school vouchers. This new material contains current emerging developments in the fast-paced world of contemporary school reform and keeps students abreast of emerging trends.
Well-established as a standard textbook in the preparation of effective and thoughtful school administrators, Organizational Behavior in Education continues its tradition of offering students of educational administration the most current thinking and the most in-depth exploration of organizational leadership as it relates to decision-making, organizational change, managing conflict, and motivating others. As readers are challenged to develop and analyze the successful implementation of school reform, they gain a professional understanding of the organizational theory and research that are the bedrock of modern practice.
The thoroughly revised tenth edition of Organizational Behavior in Education updates the research and theory behind organizational effectiveness in schools as it pertains to change, leadership, and new issues in school reform including comprehensive school reform models, charter schools, and school vouchers. This new material contains current emerging developments in the fast-paced world of contemporary school reform and keeps students abreast of emerging trends.
Reviews / Votes
"This text is laden with history, theory, and description. It serves as a foundation for the student's future decisions...I personally believe it gives them a sense of the development of theory over time in the various areas covered. It gives them a basis for forming their own leadership styles, understanding that perhaps they are not a clear cut one size fits all but perhaps a bit of many theories and models. This text gives them this sense of the richness of theory and the realization that there is no one size fits all answers. However, it lays a foundation on which they can predicate future administrative decisions, reforms, and procedures." Patricia Helene Earl, Marymount UniversityMore details
Edition
10th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 239 mm
Width: 195 mm
Thickness: 26 mm
Weight
848 gr
ISBN-13
978-0-13-701746-1 (9780137017461)
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
Other editions
New editions
Book
06/2014
11th Edition
Pearson
€182.89
Shipment within 15-20 days
Previous edition
Robert E. Owens | Thomas C. Valesky
Organizational Behavior in Education
Adaptive Leadership and School Reform
Book
10/2006
9th Edition
Pearson
€109.27
Article exhausted; check for reprint
Persons
Robert G. Owens began his professional career as the teaching principal of a three-room school. After serving as principal for eighteen years in a variety of school environments, he became a university professor. His research and service have always focused on, and been centered in, the practice of improving the organizational effectiveness of schools.
Thomas C. Valesky began his career in education serving as teacher, high school counselor, elementary principal, and superintendent - both in the United States and abroad. He is currently program leader and professor for the Educational Leadership program at Florida Gulf Coast University. His work has resulted in numerous journal publications and the co-authorship of two books, Training for Quality School-based Decision Making (Rowman & Littlefield, 2003) and Challenge to change: The Memphis experience with school-based decision making (National Education Association, 1994).
Thomas C. Valesky began his career in education serving as teacher, high school counselor, elementary principal, and superintendent - both in the United States and abroad. He is currently program leader and professor for the Educational Leadership program at Florida Gulf Coast University. His work has resulted in numerous journal publications and the co-authorship of two books, Training for Quality School-based Decision Making (Rowman & Littlefield, 2003) and Challenge to change: The Memphis experience with school-based decision making (National Education Association, 1994).
Content
Preface
Educational Leadership Policy Standards: The New ISLLC Standards For 2008
ISLLC Functions By Chapter
CHAPTER 1: In Search of a Vision
Critical Incident: The Vision For South Shore High School
ASSUMPTIONS, BELIEFS, BEHAVIORS
THE NATURE OF SCIENTIFIC PROGRESS
IMPACT OF BEHAVIORAL SCIENCE
Psychoanalytic Psychology
Sociological and Psychological Points of View
Cognitive Psychology
Social Psychology
Field Theory of Behavior
SCHOOLS AS EDUCATIVE ORGANIZATIONS
Organizational Theory
Theory Defined and Described
Two Major Perspectives on Educational Organizations
Bureaucratic Theory
Human Resources Development Theory
Theory X and Theory Y
THE RELEVANCE TO SCHOOL LEADERSHIP TODAY
VISION AND EDUCATIONAL LEADERSHIP
THE NO CHILD LEFT BEHIND ACT OF 2001
RESEARCH IN EDUCATION
The Framingham Heart Study
The Tennessee STAR Study
Research and NCLB
LEADERSHIP AS COACHING
Coaching as a Method of Teaching
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 2: Guiding Concepts of Practice
Critical Incident: Controversy at the Principals' Meeting
TWO PRINCIPAL SOURCES OF CONFLICT
The "Great Debate": Traditional versus Progressive Education
The Beginnings of the Great Educational Debate
The Backlash of the 1950s
The Neoprogressives Emerge in the 1960s
THE CONTEMPORARY DEBATE ON SCHOOLING
A PARADIGM SHIFT IN EDUCATION
A Passion for Equality
The Traditional Paradigm of Intelligence
A New Paradigm of Intelligence or the Lake Wobegon Syndrome?
MULTIPLE INTELLIGENCES THEORY
Gardner's Multiple Intelligences Theory (MIT)
Perkins's Learnable Intelligence Theory
Smart Schools
Emotional Intelligence
Sustainability: The Debate Continues
Sustainability
THEORY OF ACTION
THEORY OF PRACTICE
THE GAME PLAN: A COACHING METAPHOR
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 3: Mainstreams of Organizational Thought
Critical Incident --A Philosophical Disagreement on Administration
ORGANIZATIONAL BEHAVIOR
Organization and Behavior
Why Study Organizational Behavior?
IMPACT OF THE INDUSTRIAL REVOLUTION
Frederick W. Taylor and Scientific Management
The Beginning of Modern Organizational Theory
Emergence of Bureaucratic Organizational Theory
THE RISE OF CLASSICAL ORGANIZATIONAL THEORY
Scientific Management versus Classical Organizational Theory
Organizational Concepts of Classical Theory
Classical and Neoclassical Administrative Concepts
THE HUMAN RELATIONS MOVEMENT
The Western Electric Studies
Sociometry
Behavior Patterns in Groups
Leadership as a Group Function
The Paradox of Organizational Structure
THE ORGANIZATIONAL THEORY MOVEMENT
Human Relations and Organizational Behavior
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 4: Organizational Theory
Critical Incident: A Tale of Two Principals
ORGANIZATIONAL STRUCTURE AND PEOPLE
General Systems Theory
Social Systems Theory
A Contextual Approach
ROLE THEORY
Role Conflict
Role Ambiguity
Role Set
Functional Roles in the Group
Role Related to Social Systems Theory
Equilibrium
Homeostasis
Feedback
SOCIOTECHNICAL SYSTEMS THEORY
CONTINGENCY THEORY
Rational Planning Models
Open System Related to Contingency Theory
Response to Technological Change
Interaction with the External Environment
Contingency Theory and Organizational Behavior in Schools
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 5: The Human Dimension of Organization
Critical Incident: Turning Madison High Around
RECONCEPTUALIZING THE NATURE OF ORGANIZATIONS
A NEW PARADIGM OF ORGANIZATIONAL THEORY
RISE OF QUALITATIVE RESEARCH METHODS
Educational Organizations as Loosely Coupled Systems
Educational Organizations as Dual Systems
BUILDING HUMAN CAPITAL
Human Resources as Assets
The Dark Side of Leadership
Human Resources Development
ORGANIZATIONAL CULTURE AS A BEARER OF AUTHORITY
FIVE BASIC ASSUMPTIONS OF EFFECTIVE SCHOOLS
Professional Development
CONCLUSION
The Effort to Create an Administrative Science
Centrality of the Human Dimension of Organization
Where We Are and Where We Are Going
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 6:
Organizational Culture and Organizational Climate
Critical Incident: Two Schools: Two Different Cultures
HUMAN RESOURCES DEVELOPMENT
Defining and Describing Organizational Culture and Climate
Research on Organizational Culture
Organizational Culture and Organizational Climate Compared and Contrasted
Organizational Culture
Two Major Themes in a Definition of Organizational Culture
Specifying What Organizational Culture Is
HOW ORGANIZATIONAL CULTURE IS CREATED
Symbolism and Culture
Organizational Climate
The Affective Aspects of Culture and Climate
Multiple Cultures
HOW ORGANIZATIONAL CLIMATE IS CREATED
Group Norms
Person-Environment Interaction
Concept of Behavior Settings
Describing and Assessing Organizational Culture in Schools
RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE AND ORGANIZATIONAL EFFECTIVENESS
Cause and Effect
FOUR MANAGEMENT SYSTEMS
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 7: Organizational Change
Critical Incident: The Man for the Job!
SCHOOL REFORM AND CHANGE
Power Relationships and School Restructuring
Aims of Educational Reform
THE TRADITION OF CHANGE IN AMERICAN EDUCATION
Natural Diffusion Processes
Planned, Managed Diffusion
THREE STRATEGIES OF PLANNED CHANGE
Empirical-Rational Strategies of Change
Research, Development, and Diffusion (R, D, and D)
The "Agricultural Model"
Assumptions and Implications of KPU Approaches to Change
Other Empirical-Rational Strategies
Power-Coercive Strategies of Change
Normative-Reeducative or Organizational Self-Renewal Strategies
The Rand Study of Federal Programs Supporting Educational Change
A Normative-Reeducative Strategy
Organizational Health
Organizational Self-Renewal
The Learning Organization
A Sociotechnical View
Force-Field Analysis
RESEARCH ON THE EFFECTIVENESS OF ORGANIZATIONAL DEVELOPMENT
TWO EMERGING QUESTIONS
Can the Schools Do It Alone?
Full-Service Schools
Is School Reform Enough?
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 8: Leadership
Critical Incident: Leadership At North River Middle School
ADAPTIVE LEADERSHIP
LEADERSHIP AND MANAGEMENT
POWER AND LEADERSHIP
Leadership Different from Command
Power Defined
TWO-FACTOR LEADERSHIP THEORY ABANDONED
LEADERSHIP AS A RELATIONSHIP WITH FOLLOWERS
Your Understanding of Human Nature Is Critical
TRANSFORMATIONAL LEADERSHIP
Transforming Leadership Compared and Contrasted with Transactional Leadership
Moral Leadership
A Progression
A Process of Growth and Development
Leadership and Vision
Whose Vision Is It, Anyway?
MANIPULATION AND EMPOWERMENT
Critical Theory
IMPORTANT CONCEPTS ABOUT LEADERSHIP FOR THE EDUCATIONAL LEADER
Distributed Leadership
Professional Learning Communities and Parental Involvement
Sustainable Leadership
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 9: Decision Making
Critical Incident: Deciding How to Decide
INDIVIDUAL VERSUS ORGANIZATIONAL DECISION MAKING
RATIONALITY IN DECISION MAKING
Rational Decision-Making Models
LIMITS ON RATIONALITY IN DECISION MAKING
The Gap between Theory and Practice
Five Leadership Styles
Seven Situation Issues
Decision-Process Flowchart
The Nature of Managerial and Administrative Work
How Administrators Think
The Influence of Organizational Culture on Decision Making
Closing the Gap between Theory and Practice
THEORY OF PRACTICE
Human Resources Development
PARTICIPATIVE DECISION MAKING
Participative Decision Making and Empowerment
PARTICIPATIVE OR DEMOCRATIC?
An Explicit Decision-Making Process
Who Identifies the Problem?
Emergent and Discrete Problems
Who Should Participate?
Desire of Individuals to Participate
TEAM ADMINISTRATION
Participation Requires High Level of Skills
A PARADIGM FOR DECISION MAKING
Total Teamwork System
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
Notes
Name Index
Subject Index
Educational Leadership Policy Standards: The New ISLLC Standards For 2008
ISLLC Functions By Chapter
CHAPTER 1: In Search of a Vision
Critical Incident: The Vision For South Shore High School
ASSUMPTIONS, BELIEFS, BEHAVIORS
THE NATURE OF SCIENTIFIC PROGRESS
IMPACT OF BEHAVIORAL SCIENCE
Psychoanalytic Psychology
Sociological and Psychological Points of View
Cognitive Psychology
Social Psychology
Field Theory of Behavior
SCHOOLS AS EDUCATIVE ORGANIZATIONS
Organizational Theory
Theory Defined and Described
Two Major Perspectives on Educational Organizations
Bureaucratic Theory
Human Resources Development Theory
Theory X and Theory Y
THE RELEVANCE TO SCHOOL LEADERSHIP TODAY
VISION AND EDUCATIONAL LEADERSHIP
THE NO CHILD LEFT BEHIND ACT OF 2001
RESEARCH IN EDUCATION
The Framingham Heart Study
The Tennessee STAR Study
Research and NCLB
LEADERSHIP AS COACHING
Coaching as a Method of Teaching
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 2: Guiding Concepts of Practice
Critical Incident: Controversy at the Principals' Meeting
TWO PRINCIPAL SOURCES OF CONFLICT
The "Great Debate": Traditional versus Progressive Education
The Beginnings of the Great Educational Debate
The Backlash of the 1950s
The Neoprogressives Emerge in the 1960s
THE CONTEMPORARY DEBATE ON SCHOOLING
A PARADIGM SHIFT IN EDUCATION
A Passion for Equality
The Traditional Paradigm of Intelligence
A New Paradigm of Intelligence or the Lake Wobegon Syndrome?
MULTIPLE INTELLIGENCES THEORY
Gardner's Multiple Intelligences Theory (MIT)
Perkins's Learnable Intelligence Theory
Smart Schools
Emotional Intelligence
Sustainability: The Debate Continues
Sustainability
THEORY OF ACTION
THEORY OF PRACTICE
THE GAME PLAN: A COACHING METAPHOR
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 3: Mainstreams of Organizational Thought
Critical Incident --A Philosophical Disagreement on Administration
ORGANIZATIONAL BEHAVIOR
Organization and Behavior
Why Study Organizational Behavior?
IMPACT OF THE INDUSTRIAL REVOLUTION
Frederick W. Taylor and Scientific Management
The Beginning of Modern Organizational Theory
Emergence of Bureaucratic Organizational Theory
THE RISE OF CLASSICAL ORGANIZATIONAL THEORY
Scientific Management versus Classical Organizational Theory
Organizational Concepts of Classical Theory
Classical and Neoclassical Administrative Concepts
THE HUMAN RELATIONS MOVEMENT
The Western Electric Studies
Sociometry
Behavior Patterns in Groups
Leadership as a Group Function
The Paradox of Organizational Structure
THE ORGANIZATIONAL THEORY MOVEMENT
Human Relations and Organizational Behavior
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 4: Organizational Theory
Critical Incident: A Tale of Two Principals
ORGANIZATIONAL STRUCTURE AND PEOPLE
General Systems Theory
Social Systems Theory
A Contextual Approach
ROLE THEORY
Role Conflict
Role Ambiguity
Role Set
Functional Roles in the Group
Role Related to Social Systems Theory
Equilibrium
Homeostasis
Feedback
SOCIOTECHNICAL SYSTEMS THEORY
CONTINGENCY THEORY
Rational Planning Models
Open System Related to Contingency Theory
Response to Technological Change
Interaction with the External Environment
Contingency Theory and Organizational Behavior in Schools
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 5: The Human Dimension of Organization
Critical Incident: Turning Madison High Around
RECONCEPTUALIZING THE NATURE OF ORGANIZATIONS
A NEW PARADIGM OF ORGANIZATIONAL THEORY
RISE OF QUALITATIVE RESEARCH METHODS
Educational Organizations as Loosely Coupled Systems
Educational Organizations as Dual Systems
BUILDING HUMAN CAPITAL
Human Resources as Assets
The Dark Side of Leadership
Human Resources Development
ORGANIZATIONAL CULTURE AS A BEARER OF AUTHORITY
FIVE BASIC ASSUMPTIONS OF EFFECTIVE SCHOOLS
Professional Development
CONCLUSION
The Effort to Create an Administrative Science
Centrality of the Human Dimension of Organization
Where We Are and Where We Are Going
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 6:
Organizational Culture and Organizational Climate
Critical Incident: Two Schools: Two Different Cultures
HUMAN RESOURCES DEVELOPMENT
Defining and Describing Organizational Culture and Climate
Research on Organizational Culture
Organizational Culture and Organizational Climate Compared and Contrasted
Organizational Culture
Two Major Themes in a Definition of Organizational Culture
Specifying What Organizational Culture Is
HOW ORGANIZATIONAL CULTURE IS CREATED
Symbolism and Culture
Organizational Climate
The Affective Aspects of Culture and Climate
Multiple Cultures
HOW ORGANIZATIONAL CLIMATE IS CREATED
Group Norms
Person-Environment Interaction
Concept of Behavior Settings
Describing and Assessing Organizational Culture in Schools
RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE AND ORGANIZATIONAL EFFECTIVENESS
Cause and Effect
FOUR MANAGEMENT SYSTEMS
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 7: Organizational Change
Critical Incident: The Man for the Job!
SCHOOL REFORM AND CHANGE
Power Relationships and School Restructuring
Aims of Educational Reform
THE TRADITION OF CHANGE IN AMERICAN EDUCATION
Natural Diffusion Processes
Planned, Managed Diffusion
THREE STRATEGIES OF PLANNED CHANGE
Empirical-Rational Strategies of Change
Research, Development, and Diffusion (R, D, and D)
The "Agricultural Model"
Assumptions and Implications of KPU Approaches to Change
Other Empirical-Rational Strategies
Power-Coercive Strategies of Change
Normative-Reeducative or Organizational Self-Renewal Strategies
The Rand Study of Federal Programs Supporting Educational Change
A Normative-Reeducative Strategy
Organizational Health
Organizational Self-Renewal
The Learning Organization
A Sociotechnical View
Force-Field Analysis
RESEARCH ON THE EFFECTIVENESS OF ORGANIZATIONAL DEVELOPMENT
TWO EMERGING QUESTIONS
Can the Schools Do It Alone?
Full-Service Schools
Is School Reform Enough?
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 8: Leadership
Critical Incident: Leadership At North River Middle School
ADAPTIVE LEADERSHIP
LEADERSHIP AND MANAGEMENT
POWER AND LEADERSHIP
Leadership Different from Command
Power Defined
TWO-FACTOR LEADERSHIP THEORY ABANDONED
LEADERSHIP AS A RELATIONSHIP WITH FOLLOWERS
Your Understanding of Human Nature Is Critical
TRANSFORMATIONAL LEADERSHIP
Transforming Leadership Compared and Contrasted with Transactional Leadership
Moral Leadership
A Progression
A Process of Growth and Development
Leadership and Vision
Whose Vision Is It, Anyway?
MANIPULATION AND EMPOWERMENT
Critical Theory
IMPORTANT CONCEPTS ABOUT LEADERSHIP FOR THE EDUCATIONAL LEADER
Distributed Leadership
Professional Learning Communities and Parental Involvement
Sustainable Leadership
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 9: Decision Making
Critical Incident: Deciding How to Decide
INDIVIDUAL VERSUS ORGANIZATIONAL DECISION MAKING
RATIONALITY IN DECISION MAKING
Rational Decision-Making Models
LIMITS ON RATIONALITY IN DECISION MAKING
The Gap between Theory and Practice
Five Leadership Styles
Seven Situation Issues
Decision-Process Flowchart
The Nature of Managerial and Administrative Work
How Administrators Think
The Influence of Organizational Culture on Decision Making
Closing the Gap between Theory and Practice
THEORY OF PRACTICE
Human Resources Development
PARTICIPATIVE DECISION MAKING
Participative Decision Making and Empowerment
PARTICIPATIVE OR DEMOCRATIC?
An Explicit Decision-Making Process
Who Identifies the Problem?
Emergent and Discrete Problems
Who Should Participate?
Desire of Individuals to Participate
TEAM ADMINISTRATION
Participation Requires High Level of Skills
A PARADIGM FOR DECISION MAKING
Total Teamwork System
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
Notes
Name Index
Subject Index