Although there are many textbooks in the field of educational administration describing various organizational theories, this text is unique in tying organizational theory explicitly and systematically to a well-formulated problem- analysis methodology. It provides particular examples of bureaucratic, political, and leadership theories as well as descriptions of two broader theoretical frameworks: Burrell and Morgan's conceptual matrix and systems thinking.
Special features include:
* a fully developed methodology for describing and documenting problems in schools;
* a systematic method for using different theoretical perspectives to analyze the causes of problems in schools;
* carefully formulated questions illustrating how different theoretical frameworks lead policy analysts to look at problems differently and to focus on different types and sources of information concerning their possible causes;
* substantial sample papers illustrating the methodology; and
* a range of illustrative organizational theories, amply described and succinctly grounded intellectually.
This book is directed toward students in organizational theory and problem analysis classes and their professors, as well as to school administrators seeking to examine their problems and policies from perspectives that go beyond personal experience.

Series Information:
Educational Management

Not everyone finds goals easy to select or focus on, despite escalating evidence of their importance in education. This book offers a simple action research approach to goal pursuit, favoring depth, informed decision making, and an improvement orientation. It presents practical, yet academically informed, ideas, and has real case study examples.

This book presents a collection of stories from action research projects in schools and a university. This collection is more than simply an illustration of the scope of action research in education - it shows how projects that differ on a variety of dimensions can raise similar themes, problems and issues. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as:
* school environment - how to make a school a healthier place to be
* parents - how to involve them more in decision-making
* students as action researchers
* a state system - a collaborative effort between university staff and a state education department
* gender - how to promote gender equity in schools
* improving assessment in the social sciences
* staff development planning
* doing a PhD through action research
* writing up action research projects.

The articles in this special issue represent the findings of researchers working in classroom settings to explore key issues in learning through problem solving. Although they vary in the domains being studied, the age of students, and the methods they employ, there are numerous common themes that can inform both theory and practice. The authors have grappled with the complex task of putting problem-based curricula into practice. They report here the difficulties they faced, the factors contributing to their successes, and the lessons they have learned.

In the past several years, hundreds of challenges a year to books used in public schools have been reported across the nation. Most of these have come from the Religious Right. This book confronts the attacks on public education and commonly used literature books by challenging the religious assumptions, the biblical interpretations, and the intimidation tactics of the Religious Right. Part I counters the claims of these censors by presenting opposing views on democracy, secular humanism, religion, the Bible, morality, and the purposes of literature. In Part II, six books frequently taught in high school classes are analyzed. Edwards shows why they have been challenged by the Religious Right, and presents a case for their moral and religious virtues as well as their literary worth. The book differs from other anti-censorship works because it deals primarily and directly with the religious and moral aspects that educators often tend to avoid. This book offers teachers and school administrators scholarly conterarguments that can help confront with literature challenges from the Religious Right.

The challenge of school improvement for failing schools is a complex and frequently debated issue. While much has been said on this topic, little has been published that can actually help those in such schools or those working with them. By addressing the issue from a range of perspectives, this edited volume will fill the gap in the existing literature. It contains policy perspectives written by a key national policy maker, an academic, and a local policy maker. In addition, it surveys the perspectives of three different schools. Chapters written by prominent school effectiveness researchers show that while there are no quick fixes for schools in difficulty, the problem of failing schools will not simply go away without informed action.

The challenge of school improvement for failing schools is a complex and frequently debated issue. While much has been said on this topic, little has been published that can actually help those in such schools or those working with them. By addressing the issue from a range of perspectives, this edited volume will fill the gap in the existing literature. It contains policy perspectives written by a key national policy maker, an academic, and a local policy maker. In addition, it surveys the perspectives of three different schools. Chapters written by prominent school effectiveness researchers show that while there are no quick fixes for schools in difficulty, the problem of failing schools will not simply go away without informed action.

Inclusion is a buzzword of the 1990s. Politicians now stress their commitment to inclusion and social justice - not competition. For schools, inclusion means accepting and educating all children, irrespective of their difficulties.
The new inclusive mood is about including everyone in society's institutions. It has created a growing demand for schools to find effective ways of including and teaching all children - even those who at one time would have been sent to special schools.
The book combines a theoretical examination of inclusion and its rationale with the story of a group of schools in which teachers, assistants and children have striven to make inclusion happen.
This new book
* explores the arguments for inclusive schools
* examines the international evidence about children's well-being and academic progress in inclusive schools
* describes how the pioneers have developed their practice for inclusion
* presents the findings of an in-depth 18 month study of a group of schools which have striven to make inclusion happen

Inclusion means educating students of all abilities in mainstream schools, it has become an important topic - politicians now stress their commitments to inclusion as proof of their commitment to wider social justice. The inclusive mood, which is about including everyone in society's institutions, has created a growing demand for schools to find effective ways of including and teaching all children - even those who at one time would have been sent to special schools. The book combines a theoretical examination of inclusion and its rationale with the story of a group of schools in which teachers, assistants and children have striven to make inclusion happen. It explores the arguments for inclusive schools; examines the international evidence about children's well-being and academic progress in inclusive schools; describes how the pioneers have developed their practice for inclusion; and presents the findings of an in-depth 18 month study of a group of schools which have striven to make inclusion happen.

This book has been devised specifically to assist schools to identify their strengths and weaknesses with respect to the specific requirements of the latest OFSTED Framework for Inspection. Conducted annually, a whole-school audit will lead to the production of effective development plans, enhance teamwork and professional development, and minimize the uncertainty as to whether or not the school is moving in the right direction with regard to OFSTED requirements.

The handbook provides a series of statements which will enable the school to work systematically through every aspect of the school inspection process. All the material provided is photocopiable.

School Education, the third volume of Charlotte Mason's Homeschooling Series, consists of thoughts about the teaching and curriculum of children aged 9-12, either at school or at home. She suggests that parents should practice what she calls "masterly inactivity"-not neglectful or permissive parenting, but simply allowing children to work things out for themselves, do things for themselves, learn from their own mistakes, and to have time for free play, and space for spontaneity. Charlotte Mason uses "living books" instead of dry textbooks; in this book, she discusses what kinds of books to look for in each subject, and how to use them to teach children to love knowledge and become real readers and lifelong learners. Charlotte Mason was a late nineteenth-century British educator whose ideas were far ahead of her time. She believed that children are born persons worthy of respect, rather than blank slates, and that it was better to feed their growing minds with living literature and vital ideas and knowledge, rather than dry facts and knowledge filtered and pre-digested by the teacher. Her method of education, still used by some private schools and many homeschooling families, is gentle and flexible, especially with younger children, and includes first-hand exposure to great and noble ideas through books in each school subject, conveying wonder and arousing curiosity, and through reflection upon great art, music, and poetry; nature observation as the primary means of early science teaching; use of manipulatives and real-life application to understand mathematical concepts and learning to reason, rather than rote memorization and working endless sums; and an emphasis on character and on cultivating and maintaining good personal habits. Schooling is teacher-directed, not child-led, but school time should be short enough to allow students free time to play and to pursue their own worthy interests such as handicrafts.

Based on two years of ethnographic fieldwork in an urban elementary school, this volume is an examination of how school division politics, regional economic policies, parental concerns, urban development efforts, popular cultures, gender ideologies, racial politics, and university and corporate agendas come together to produce educational effects. Unlike conventional school ethnographies, the focus of this work is less on classrooms than on the webs of social relations that embed schools in neighborhoods, cities, states, and regions. Utilizing a variety of narratives and analytical styles, this volume:
* explores how curriculum innovations are simultaneously made possible by and undermined by school district politics, neighborhood histories, and the spatial and temporal organizations of teachers' and parents' lives;
* situates the educational discourse of administrators and teachers in the changing economic and political climates of the city;
* analyzes the motivations behind an effort by school and business proponents to refashion classrooms within the school into business enterprises, and of children's efforts to make sense of the scheme;
* examines the role of the school as a neighborhood institution, situating it at the intersections of city planners' efforts to regulate city space and children's efforts to carve out live spaces through out-of-school routines;
* contemplates the meaning of school as a site for bodily experience, and looks at how patterns of space and control in the school shaped children's bodies, and at how they continued to use body-based languages to construct maturity, gender, and race; and
* investigates the school as a space for the deployment of symbolic resources where children learned and constructed identities through their engagements with television, comic books, movies, and sports.
"Tangled Up In School" raises questions about how we draw the boundaries of the school, about how schools fit into the lives of children and cities, and about what we mean when we talk about "school."

Dedicated to a better understanding of the diversity of children being taught in American public schools, this book includes the experiences of groups (e.g. Haitians, Dominicans, Indians, and Vietnamese) not often represented even in the multicultural education literature. It also includes the experiences of often marginalized groups such as lesbians and gays, Appalachians, and white working class males.

"... Beyond Black and White opens a discussion of diversity that goes beyond the notion that white or black can be looked at as any kind of homogeneous groupings. While numerous studies focus on the ways in which schools privilege some groups of children and marginalize others, such work tends to construe differences along a narrowly constructed black-white dichotomy. Beyond Black and White forces the reader to abandon this construction". -- Nelson C. Vincent, University of Cincinnati

The book encourages the centering of voices often not heard, even in volumes whose aim it is to center historically silenced voices. The contributors probe the experiences of "Familiar Minorities", such as African Americans, native Americans, and Mexican Americans, as well as those among "Newcomers", such as Haitians, Dominicans, Indians, Salvadorians, and Vietnamese. In the final section, "Other Minorities" are encountered -- groups struggling for recognition such as lesbians and gays, Appalachians, and white working class males. This interdisciplinary volume stands as vivid testimony to the myriad of voices in today's schools.

In every classroom there are children of many different abilities. Managing the curriculum to meet the needs of all these children can prove to be time-consuming and difficult, as both OFSTED inspection and teacher appraisal observations have shown. This text looks at the many ways that teachers can differentiate work for children whilst keeping their work load manageable. It also offers ideas for activities and worksheets, whole lesson plans and examples to help differentiate work more effectively in their own classrooms.

While visiting New Mexico, the author was struck with the opportunity the state presents to explore the school-community relationship in rural, religious, and multiethnic sociocultural settings. In New Mexico, the school-community relationship can be learned within four major culture groups -- Indian, Spanish-American, Mexican, and Anglo. Together, studies of these culture groups form a portrait of schooling in New Mexico, further documenting the range of ways that host communities in our educationally decentralized society use the prerogatives of local control to "create" schools that fit local cultural inclinations.
The first of four planned volumes, this book studies the Pueblo Indians and Indian High School. The school is a nonpublic, state-accredited, off-reservation boarding school for more than 400 Indian students. A large majority of the students are from Pueblo tribes, while others are from Navajo and Apache tribes. As a state-accredited school, it subscribes to curricular, safety, and other requirements of New Mexico. As a nonpublic school devoted to Indian students, it has the prerogative to be as distinctive as the ethnic group it serves.
USE SHORT BLURB COPY FOR CATALOGS: This ethnography of the Pueblo Indians and Indian High School epxlores some of the ways that host communities in our decentralized society use the perogatives of local consul to create schools that fit local cultural inclinations.

While visiting New Mexico, the author was struck with the opportunity the state presents to explore the school-community relationship in rural, religious, and multiethnic sociocultural settings. In New Mexico, the school-community relationship can be learned within four major culture groups -- Indian, Spanish-American, Mexican, and Anglo. Together, studies of these culture groups form a portrait of schooling in New Mexico, further documenting the range of ways that host communities in our educationally decentralized society use the prerogatives of local control to "create" schools that fit local cultural inclinations.
The first of four planned volumes, this book studies the Pueblo Indians and Indian High School. The school is a nonpublic, state-accredited, off-reservation boarding school for more than 400 Indian students. A large majority of the students are from Pueblo tribes, while others are from Navajo and Apache tribes. As a state-accredited school, it subscribes to curricular, safety, and other requirements of New Mexico. As a nonpublic school devoted to Indian students, it has the prerogative to be as distinctive as the ethnic group it serves.
USE SHORT BLURB COPY FOR CATALOGS: This ethnography of the Pueblo Indians and Indian High School epxlores some of the ways that host communities in our decentralized society use the perogatives of local consul to create schools that fit local cultural inclinations.

Metacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.

Suggestions are constantly being made, both in the popular media and academic literature, about the kinds of changes schools should make. The research in this text shows that schools are primarily inward-looking organizations, and would benefit from better ways of understanding the changes surrounding them and the pressures on them. This text offers theoretical discussion of the ideas around the topic and a set of suggestions for thinking about them.

Suggestions are constantly being made, both in the popular media and academic literature, about the kinds of changes schools should make. The research in this text shows that schools are primarily inward-looking organizations, and would benefit from better ways of understanding the changes surrounding them and the pressures on them. This text offers theoretical discussion of the ideas around the topic and a set of suggestions for thinking about them.

This book provides a comprehensive account of the educational experiences of students, parents, and educators-transgender and cisgender-in the context of current debates about the inclusion of transgender people in schools. Drawing on critiques of cisgenderism and emphasising the importance of a whole-of-school approach, Transgender People and Education explores complex topics including sexuality education for transgender young people, teaching about gender diversity, the journeys of cisgender parents of transgender children, the experiences of transgender parents and educators in schools, and the role of cisgender administrators, educators, and school counsellors and psychologists in creating inclusive school cultures. Reporting on empirical analyses conducted by the authors, the book makes a unique contribution to thinking about gender diversity in schools and advocates for the broadening of educational approaches beyond narrow gender binaries.

Grounded in the work of liberation theologians, this book considers peace, love and social justice within a democratic curriculum and underscores the importance of integrating critical discourses with Catholic education.

The text aims to provide schools with a framework for reviewing, developing and implementing a whole school of behaviour policy, which is fully in accordance with the ethos of the establishment and the school development plan and also with the OFSTED inspection evaluation criteria.

Two powerful forces are driving American's demands for better schools -- one longstanding force is idealistic and the other is "new" and economic. The current group of young Americans is in danger of being the first full generation to consistently make less money and enjoy fewer worldly rewards than their parents. The intersection of idealistic and pragmatic forces has produced an era of calls for reform in U.S. education that is unparalleled -- calls that have resulted in the creation of the New American Schools Development Corporation (NASDC). The chapters in this book highlight the path traveled by NASDC -- a private, non-profit corporation charged with creating new, "break the mold" school designs for the 21st century -- and describes the first three years' accomplishments of nine NASDC development teams.

School choice is a hot topic in the United States. Private school vouchers, public charter schools, open enrollment, and homeschooling all regularly appear on the policy agenda as ways to improve the educational experience and outcomes for students, parents, and the broader society. Pundits often make claims about the various ways in which parents select schools and thus customize their child's education. What claims about school choice are grounded in actual evidence? This book presents systematic reviews of the social science research regarding critical aspects of parental school choice. How do parents choose schools and what do they seek? What effects do their choices have on the racial integration of schools and the performance of the schools that serve non-choosing students? What features of public charter schools are related to higher student test scores? What effects does school choice have on important non-cognitive outcomes including parent satisfaction, student character traits, and how far students go in school? What do we know about homeschooling as a school choice? This book, originally published as a special issue of the Journal of School Choice, provides evidence-based answers to those vital questions.