Over the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives. The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.

Over the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives. The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.

Percival Phillips was born in 1877. He began writing for newspapers at the age of sixteen with articles about coal miners rioting in Southwestern Pennsylvania. At the age of nineteen he began pursuing a dream of being a war correspondent with coverage of the Greco-Turkish war and later the war in Cuba. He next moved to London, England and worked for the Daily Express covering wars in Japan and Russia, Tripoli and the Balkans. Although an American the British government selected him to be one of five correspondents to cover the British portion of the Western Front during the World War I, as well as to cover the troubles in Ireland. After the war he was knighted by King George for these services. He next moved to the Daily Mail where he continued covering conflicts in Russia, China, and India, as well as problems in Iraq, the rise of Mussolini in Italy and Gandhi's activities in India. In 1935 he joined the Daily Telegraph and later covered a revolution in Greece and the Italian invasion of Ethiopia. His final war was the Spanish Civil War during which he died in 1937.

Percival Phillips was born in 1877. He began writing for newspapers at the age of sixteen with articles about coal miners rioting in Southwestern Pennsylvania. At the age of nineteen he began pursuing a dream of being a war correspondent with coverage of the Greco-Turkish war and later the war in Cuba. He next moved to London, England and worked for the Daily Express covering wars in Japan and Russia, Tripoli and the Balkans. Although an American the British government selected him to be one of five correspondents to cover the British portion of the Western Front during the World War I, as well as to cover the troubles in Ireland. After the war he was knighted by King George for these services. He next moved to the Daily Mail where he continued covering conflicts in Russia, China, and India, as well as problems in Iraq, the rise of Mussolini in Italy and Gandhi's activities in India. In 1935 he joined the Daily Telegraph and later covered a revolution in Greece and the Italian invasion of Ethiopia. His final war was the Spanish Civil War during which he died in 1937.

Transportation research has traditionally been dominated by engineering and logistics research approaches. This book integrates social, economic, and behavioral sciences into the transportation field. As its title indicates, emphasis is on socioeconomic changes, which increasingly govern the development of the transportation sector.

The papers presented here originated at a conference on Social Change and Sustainable Transport held at the University of California at Berkeley in March 1999, under the auspices of the European Science Foundation and the National Science Foundation.
The contributors, who represent a range of disciplines, including geography and regional science, economics, political science, sociology, and psychology, come from twelve different countries. Their subjects cover the consequences of environmentally sustainable transportation vs. the "business-as-usual" status quo, the new phenomenon of "edge cities," automobile dependence as a social problem, the influence of leisure or discretionary travel and of company cars, the problems of freight transport, the future of railroads in Europe, the imposition of electronic road tolls, potential transport benefits of e-commerce, and the electric car.

This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers-graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.

This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers-graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.