A volume in Research in Public Management Series Editors: Lawrence R. Jones, Naval Postgraduate School This book follows the evolution of a model for quick and efficient national defense war fighting asset acquisition during time of war. It documents the case of a critically important war fighting acquisition program from initial needs identification and program start in 2006 through production and fielding in the period 2007- 2010. The analysis focuses on the entire process of acquisition and contracting from concept development through getting the weapons system into action in Iraq, Afghanistan and elsewhere. The Mine Resistant Ambush Protected vehicles program (MRAP) is a rapid acquisition program procured within the context of the US Department of Defense's Acquisition Management and Joint Capabilities Integration and Development System (JCIDS) framework. The analysis in this book answers the following question: What are the key factors that explain the success of the MRAP program, with success defined as meeting program objectives and warfighter needs? In addition, this book addresses the critical trade-offs made within the MRAP program to develop it rapidly, and some of the potential long-term impacts of these decisions, both positive and negative, for rapid defense asset acquisition in time of war.

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 Analyzing School Contexts is the ninth volume in a series of research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. The current selection of readings is loosely organized around the broad topics of school contexts, leadership, and organizational properties that influence the effectiveness of schools. The book begins with a reflective analysis of the importance of organizational theories and theorizing in educational in administration and then proceeds to examine research on how leaders, especially principals, can strengthen the instructional and academic capacity of the school to enhance teachers' effectiveness in producing strong student outcomes. The analyses deal not only with what instructional leadership practices make positive differences in teaching and learning, but also with how district leadership is pivotal in developing school partnerships with business and how district mentoring programs to develop future school leaders succeed. Finally, we examine school climate, academic optimism of teachers, organizational trust, and the constraints and opportunities that the law provides to develop and maintain a respectful school environment conducive to learning. 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 Analyzing School Contexts is the ninth volume in a series of research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. The current selection of readings is loosely organized around the broad topics of school contexts, leadership, and organizational properties that influence the effectiveness of schools. The book begins with a reflective analysis of the importance of organizational theories and theorizing in educational in administration and then proceeds to examine research on how leaders, especially principals, can strengthen the instructional and academic capacity of the school to enhance teachers' effectiveness in producing strong student outcomes. The analyses deal not only with what instructional leadership practices make positive differences in teaching and learning, but also with how district leadership is pivotal in developing school partnerships with business and how district mentoring programs to develop future school leaders succeed. Finally, we examine school climate, academic optimism of teachers, organizational trust, and the constraints and opportunities that the law provides to develop and maintain a respectful school environment conducive to learning. 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 presentation of contributions on various topics related to theory and research in educational administration. It covers: sources and consequences of organic management in elementary and secondary schools; tacit knowledge in educational administration; and transformational leadership and trust.

A presentation of contributions on various topics related to theory and research in educational administration. It covers: sources and consequences of organic management in elementary and secondary schools; tacit knowledge in educational administration; and transformational leadership and trust.