The Changing World of School Administration
2002 NCPEA Yearbook
Published on 14. April 2003
Book
Paperback/Softback
420 pages
978-1-57886-019-7 (ISBN)
Description
The tenth annual NCPEA yearbook examines the pressing issues facing today's educational leaders from a variety of philosophical perspectives. Standardized testing, the impact of market forces on public education, zero tolerance disciplinary polices, gender and ethnic diversity, and issues related to the preparation of school leaders are among the topics discussed in the 25 essays. This divergent dialogue speaks to professors of educational administration, superintendents, principals, and others engaged in this changing and challenging field.
More details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 24 mm
Weight
672 gr
ISBN-13
978-1-57886-019-7 (9781578860197)
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
Persons
George Perreault teaches in the Department of Educational Leadership at the University of Nevada. He previously served as a principal and superintendent in Florida and New Mexico as well as on the Faculty of New Mexico Highlands University, Gonzaga University, and East Carolina University. Professor Perreault has published numerous professional articles and authored or co-authored seven books, including the 2001 NCPEA Yearbook, 21st Century Challenges for School Administrators. He is associate editor of the School Public Relations Journal.
Fred C. Lunenburg is professor and research fellow in the Center for Research and Doctoral Studies in Educational Leadership at Sam Houston State University. He was previously on the faculty in educational administration at the University of Louisville, distinguished visiting professor at the University of Utrecht, and professor and dean of the College of Education at South Utah University. Prior to moving to the university level, he served as a principal and superintendent in Minnesota and Wisconsin. He has authored or co-authored twelve books and more than 100 articles in education.
Fred C. Lunenburg is professor and research fellow in the Center for Research and Doctoral Studies in Educational Leadership at Sam Houston State University. He was previously on the faculty in educational administration at the University of Louisville, distinguished visiting professor at the University of Utrecht, and professor and dean of the College of Education at South Utah University. Prior to moving to the university level, he served as a principal and superintendent in Minnesota and Wisconsin. He has authored or co-authored twelve books and more than 100 articles in education.
Content
Part 1 Review Board
Part 2 Preface
Part 3 Part 1 Invited Chapters
Chapter 4 President's Message
Chapter 5 Cocking Lecture: Improving Student Achievement: Some Structural Incompatibilities
Chapter 6 Standardized Testing and Educational Standards: Implications for the Future of Emancipatory Leadership in U.S. Schools
Chapter 7 The Fateful Turn: Understanding the Discursive Practice of Educational Administration
Chapter 8 The (Un)Changing World of School Leadership: A Journey from Discourse to Practice
Chapter 9 Leadership as a Form of Learning: Implications for Theory and Practice
Chapter 10 The Changing Environment for School Leaders: Market Forces
Chapter 11 Superintendents and Board Members Grappling with Zero Tollerance Policies
Chapter 12 A Call for Professional-Organizational Self-Scrutiny
Part 13 Part 2 Leadership Preparation
Chapter 14 The Impact of Diversity in Educational Administration
Chapter 15 The Need for a Leadership Practice Field: An Antidote for an Ailing Internship
Chapter 16 Small Classes or Accountability? Using Texas Assessment of Academic Skills, Class-Size Outcomes, and Other Data to Demonstrate the Necessity of Critique
Chapter 17 Learning What They Need to Know: School Leaders' Lessons of Experience
Chapter 18 Issues the Mentors Share with Proteges
Chapter 19 Change and Transformation in an Educational Leadership Program
Chapter 20 Best Best-Practices: Assessments in Non-Traditional Educational Administration Preparation Programs
Chapter 21 A Journey to Transform Educational Leadership Graduate Programs: The University of South Florida Story
Part 22 Part 3: Leadership in Practice
Chapter 23 Toward Ethically Responsible Leadership in a New Era of High Stakes Accountability
Chapter 24 The Man in the Principal's Office (Re)Visited by a Woman
Chapter 25 Changing Times, Changing Relationships: An Exploration of Current Trends Influencing the Relationship between Superintendents and Boards of Education
Chapter 26 Politics and the Socialization of Superintendents
Chapter 27 Unrestricted Reemployment of Retired Administrators: Effective Policy or a Cause for Concern?
Chapter 28 Addressing Mentor-Principals' Lifelong Learning Needs in the Preparation of Principal Candidates
Chapter 29 School Leaders' Perceptions of Multicultural Competencies: Implications for School Leadership
Chapter 30 Women in School Leadership: Taking Steps to Help Them Make the Leap
Chapter 31 Administrator Entry Year Programming: A Cross-Institutional Pilot Program-Process, Program Descriptions, and Lessons Learned
Part 32 Author Index
Part 33 About the Editors
Part 2 Preface
Part 3 Part 1 Invited Chapters
Chapter 4 President's Message
Chapter 5 Cocking Lecture: Improving Student Achievement: Some Structural Incompatibilities
Chapter 6 Standardized Testing and Educational Standards: Implications for the Future of Emancipatory Leadership in U.S. Schools
Chapter 7 The Fateful Turn: Understanding the Discursive Practice of Educational Administration
Chapter 8 The (Un)Changing World of School Leadership: A Journey from Discourse to Practice
Chapter 9 Leadership as a Form of Learning: Implications for Theory and Practice
Chapter 10 The Changing Environment for School Leaders: Market Forces
Chapter 11 Superintendents and Board Members Grappling with Zero Tollerance Policies
Chapter 12 A Call for Professional-Organizational Self-Scrutiny
Part 13 Part 2 Leadership Preparation
Chapter 14 The Impact of Diversity in Educational Administration
Chapter 15 The Need for a Leadership Practice Field: An Antidote for an Ailing Internship
Chapter 16 Small Classes or Accountability? Using Texas Assessment of Academic Skills, Class-Size Outcomes, and Other Data to Demonstrate the Necessity of Critique
Chapter 17 Learning What They Need to Know: School Leaders' Lessons of Experience
Chapter 18 Issues the Mentors Share with Proteges
Chapter 19 Change and Transformation in an Educational Leadership Program
Chapter 20 Best Best-Practices: Assessments in Non-Traditional Educational Administration Preparation Programs
Chapter 21 A Journey to Transform Educational Leadership Graduate Programs: The University of South Florida Story
Part 22 Part 3: Leadership in Practice
Chapter 23 Toward Ethically Responsible Leadership in a New Era of High Stakes Accountability
Chapter 24 The Man in the Principal's Office (Re)Visited by a Woman
Chapter 25 Changing Times, Changing Relationships: An Exploration of Current Trends Influencing the Relationship between Superintendents and Boards of Education
Chapter 26 Politics and the Socialization of Superintendents
Chapter 27 Unrestricted Reemployment of Retired Administrators: Effective Policy or a Cause for Concern?
Chapter 28 Addressing Mentor-Principals' Lifelong Learning Needs in the Preparation of Principal Candidates
Chapter 29 School Leaders' Perceptions of Multicultural Competencies: Implications for School Leadership
Chapter 30 Women in School Leadership: Taking Steps to Help Them Make the Leap
Chapter 31 Administrator Entry Year Programming: A Cross-Institutional Pilot Program-Process, Program Descriptions, and Lessons Learned
Part 32 Author Index
Part 33 About the Editors