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Journal of Research on Organization in Education (JROE) The JROE
represents a new forum for advancing, integrating, and challenging
the theory and body of evidence surrounding the organization of
education. Committed to scientific empiricism, this journal's
editors and editorial board seek to coalesce and vitalize decades
of theoretical work and research that holds promise for our
understanding and improvement of organizations, especially, but not
only, schools. The development and testing of a body of
middle?range theory is facilitated by the availability of
longitudinal and hierarchical analytical techniques,
model?building, and experimental simulation research approaches,
all potentially signaling a new era of theoretical possibility.
Increasingly, a new generation of researchers studying education
organization is prepared to exploit the power of these tools. JROE
can serve as scaffold for holding more precise empirical evidence
and orienting it toward theorybuilding.
Contemporary Challenges Confronting School Leaders is the eleventh
in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis. Consequently, the chapters include analyses that
investigate relationships between school organizations and
administrative practice that affect teacher and student
effectiveness. This edition is organized around concepts that are
significant to contemporary school leaders: student achievement and
variables that contribute to it or influence achievement
indirectly.
Contemporary Challenges Confronting School Leaders is the eleventh
in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis. Consequently, the chapters include analyses that
investigate relationships between school organizations and
administrative practice that affect teacher and student
effectiveness. This edition is organized around concepts that are
significant to contemporary school leaders: student achievement and
variables that contribute to it or influence achievement
indirectly.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Leading Research in
Educational Administration: A Festschrift for Wayne K. Hoy is the
tenth in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis that was initiated by Wayne and Cecil G. Miskel. This
tenth anniversary edition honors and celebrates the research
leadership Wayne has provided in the field of educational
administration through his distinguished career. The festschrift is
organized around the analysis of school contexts and includes
constructs Wayne and his proteges have studied and researched:
climate, trust, efficacy, academic optimism, organizational
citizenship, and mindfulness. It concludes with the work of
colleagues on the salient contemporary issues of innovation, power,
leadership succession, and several others focused on improving
schools. Chapter authors all have close connections to Wayne -
former students and their students, as well as colleagues and
friends. This 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. So join with
us; let us hear from you if you have theory and research that will
enlighten our understanding of schools.
A volume in Research and Theory in Educational Administration
Series Editors: Wayne K. Hoy, The Ohio State University and Michael
DiPaola, The College of William and Mary Leading Research in
Educational Administration: A Festschrift for Wayne K. Hoy is the
tenth in a series on research and theory dedicated to advancing our
understanding of schools through empirical study and theoretical
analysis that was initiated by Wayne and Cecil G. Miskel. This
tenth anniversary edition honors and celebrates the research
leadership Wayne has provided in the field of educational
administration through his distinguished career. The festschrift is
organized around the analysis of school contexts and includes
constructs Wayne and his proteges have studied and researched:
climate, trust, efficacy, academic optimism, organizational
citizenship, and mindfulness. It concludes with the work of
colleagues on the salient contemporary issues of innovation, power,
leadership succession, and several others focused on improving
schools. Chapter authors all have close connections to Wayne -
former students and their students, as well as colleagues and
friends. This 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. So join with
us; let us hear from you if you have theory and research that will
enlighten our understanding of schools.
Examines how well the educational administration reforms in Uniteed
States as recommended by the National Commission in Educational
Administration, have been implemented.
A valuable book for anyone involved in the educational
administration process.
"A close reading of this book will let us know if a change is taking place in the quality of educational administration." Daniel E. Griffiths, Dean Emeritus, School of Education, New York University, from the Introduction What can we reasonably expect from national efforts to reform the practice of educational administration? This book examines whether recommendations made by the National Commission on Excellence in Educational Administration (NCEEA) in a report to the University Council on Educational Administration have been acted on. It then discusses the most significant initiatives of the past 10 years. Contributors explore what kinds of changes have been and are occurring. They offer insights on how to: * Expand and focus the technical knowledge base of educational administration * Develop new and better ways to disseminate information on educational administration practice * Select students who show administrative talent for entrance into graduate programs * Increase resources available to schools and universities for selecting and educating administrators * Include teachers, parents, and community leaders in the university teaching process
By understanding the realities, complex relationships and
conditions of practice that influence urban schooling, educators
can take advantage of the opportunities that urban settings
present. The authors identify nine key problems of practice
affecting city schools in the United States and provide examples of
the possible interventions needed to improve the education of urban
youth. The theory, research and analytic tools relevant to each
issue are presented clearly and in a non-technical way.
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