Abstracts
Applications of Reflective
Practice, 1992, 63 pages
This three chapter monograph starts
with Ann W. Hart, Nancy B. Sorensen and Kerrie
Naylor’s studying a reflective practice
pilot program in Learning to Lead: Reflective
Practice in Preservice Preparation. Joan Polinar
Shapiro and Donald L. Waters take the discussion
of reflection further in Chapter 2, Reflective
Leadership: Restructuring the Research Curriculum.
Finally, Beverley B. Geltner presents findings
from her one-school study As He Lives in Their
World: Teachers’ Perceptions of Their Principal’s
Behavior as Related to School Effectiveness.
Assessment Center Methods in Educational
Administration: Past, Present, and Future,
Frederick C. Wendel and Ward Sybouts, 1988, 48
pages
“The objectives of this monograph
are (a) to trace the contributions made through
UCEA publications to the identification and development
of assessment skills; (b) to describe the historical
background and methods associated with what are
commonly referred to as “assessment centers,”
(c) to relate assessment center methods/processes
to preparation programs for educational administrators;
and (d) to examine the potential and future of
these processes” (p.5).
The Changing Professoriate
in Educational Administration,
1993, 57 pages
Three chapters outline the changing
nature of academic work in educational administration.
First, Walter H. Gmelch discusses The Creation
of Constructive Conflict Within Educational Administration
Departments. Jess E. House follows with Improving
the Quality of Schooling: The Deming Philosophy
and Educational Administration. Finally, Rodney
T. Ogawa and E. Ann Adams explore The Role of
Professors in Shaping the Institutional Bases
of an Educational Reform: The Case of School-Based
Management.
Educational Leadership
and the Crisis of Democratic Culture, Henry
A. Giroux,
1992, 24 pages
From David L. Clark’s guest
editor foreward: “Professor Henry A. Giroux
presented an earlier version of this essay as
the keynote address at the 1991 UCEA Convention.
While he examines the broader reform movement
from a critical perspective, he focuses on the
national political manifestation of that movement
– America 2000. The result is both disturbing
and exciting. In contrast to more traditional
critiques of America 2000, which focus on specific
shortcomings or underserved constituencies, Professor
Giroux’s analysis argues the basic conflict
between this reform effort and an ‘emancipatory
definition of substantive democracy’”
(p. 3).
Enhancing the Knowledge Base in Educational
Administration, 1991, 70
pages
This five-chapter monograph is based
on papers first presented at the 1989 UCEA annual
convention. In Chapter 1, Gerald C. Ubben and
Frances C. Fowler discuss Strategies of Organizing
Principal Preparation: A Survey of the Danforth
Principal Preparation Program. In Chapter 2, Lance
V. Wright suggests ways to affect Preparing Principals
to Supervise and Lead Change in Schools. Gordan
A. Donaldson, Jr. and Russell J. Quaglia, in Chapter
3, talk about Preparing for Action: The Integration
of Knowledge for Educational Leadership. In Chapter
4, Karen F. Osterman studies Case Records: A Means
to Enhance the Knowledge Base in Educational Administration.
In the final chapter, Colleen A. Capper also discusses
the knowledge base in Early Childhood Reform and
the Knowledge Base of Educational Administration.
New Directions for Administrator Preparation,
Frederick C. Wendel and Miles T. Bryant, 1988,
97 pages
This 6-chapter monograph discusses
a variety of preparation issues. The chapters
are: The Second Wave of Educational Reform: Implications
for School Leadership, Administration, and Organization
by John A. Thompson; Can Graduate Programs Support
Competency-Based Administrator Preparation? by
David W. Leslie, William Snyder, and W. James
Giddis; Emergent Issues in the Curriculum of Educational
Administration: The University of New Mexico Case
by Paul Pohland, Mike Milstein, Nancy Schilling,
and J. Scott Tonigan; Connecting Theory and Practice
in the Educational Administration Curriculum:
The Medical School Model and the Sciences of the
Artificial by Jonathan Z. Shapiro; “Complicating”
Educational Administrators by Colleen S. Bell
and Counteracting Androcentrism: Putting Women
into the Curriculum in Educational Administration
by Toby J. Tetenbaum and Thomas A. Mulkeen.
Preventive Law: Strategies for Avoidance
of Litigation in Public School,
Harold L. Hawkins, 1992, 50 pages
Harold L. Hawkins introduces the
concept of preventive law in Chapter 1, then provides
the following overview: “Chapter Two contains
a discussion of the nature of legal conflict in
schools. A review of litigation is presented along
with two presentations that depict active and
reactive modes for dispute settlement. In Chapter
Three preventive law is described as an emerging
concept and is presented as a proactive mode for
resolution of conflict. Preventive law strategies
are provided in the final chapter. Preceding each
strategy is an inventory of potential causes of
conflict to which the strategy can be applied”
(p. 9).
The Principalship in the 1990’s
and Beyond: Current Research on Performance-Based
Preparation and Professional, Laurie Witters-Churchhill
and David A. Erlandson, 1990, 80 pages
This 1990 publication revisits the
previous principal preparation research and practice
from that time, including state-specific studies
(Texas, Michigan and New York), program case studies
(University of Utah, Indiana University of Pennsylvania,
University of Texas and Texas A&M University),
a study of principal evaluation practices and
the Management Profile.
Reform in Administrator
Preparation: Myths, Realities and Proposals,
1992, 69 pages
Seven authors explore reform issues
in administrator preparation. Thomas Wiggins writes
about The Mythology of Reform in Educational Administrator
Preparation: Antecedents of Paradigms Lost in
Chapter 1. Robert G. Owens and Carl R. Steinhoff
go Beyond the Administrative Internship: A Proposal
for the 1990s in Chapter 2. Paul A. Pohland discuss
Administrator Preparation Programs: Levels of
Discourse in Chapter 3, and Muriel Mackett, Frederick
Frank and Peter Abrams talks about Exploring the
Effects of Computer-Mediated Work on Educational
Organizations in the final chapter.
Reform in Administrator
Preparation Programs: Individual Perspectives,
Frederick C. Wendel and Miles T. Bryant, 1992,
89 pages
Various authors write and reflect
on integrating theory and practice in educational
leadership preparation. This 5-chapter monograph
includes: Chapter 1, One Person’s Links
Between Administration and the Academy by Ann
Weaver Hart; Chapter 2, Reflections of a Practitioner
in Academia, by Diana G. Pounder; Chapter 3, Reappraising
Personal Experience in the Reform of Curriculum
in Educational Administration, by Paul V. Bredeson;
Chapter 4, Career Assessment as a Guide to Administrator
Preparation and Evaluation, by Virginia L. Wylie
and Robert O. Michael, and Chapter 5, Professional
Formation and a Tri-Dimensional Approach to the
Preservice Preparation of School Administrators
by John C. Daresh.
Reforming and Restructuring Education,
1992, 56 pages
“Collectively these papers
have much to offer about reform and restructuring.
Fundamental changes are needed. The more fundamental
the needed change, the more complex the change
process becomes. The more complex the change process
becomes…” writes series editor Frederick
C. Wendel in the foreward. Fenwick C. English
examines the question Can Rational Organizational
Models Really Reform Anything? A Case Study of
Reform in Chicago. Charles M. Achilles, Dale Brubaker
and Harold Snyder follow with Organizing and Leading
for Learning: The Interplay of School Reform and
Restructuring with Preparation Program Reform
and Restructuring. Chapter 3, Issues in Creating
Empowered Schools, provides six emergent themes
for empowering staff, as studied by Paula Myrick
Short, John T. Greer and Robert Michael. Finally,
Robert Prickett, Jack Flanigan, Mike Richardson
and Garth Petrie ask Who Knows What? Site Based
Management in the final chapter.
Reforms in Empowerment, Choice and
Adult Learning, 1992, 39 pages
This three-chapter volume includes
papers first presented at the 1991 UCEA Convention.
Zarif Bacilious and C. John Tarter inspect the
research regarding how educational administration
professors respond to issues of empowerment in
Chapter 1, Leading Empowerment. Francis C. Fowler
follows with Challenging the Assumption that Choice
is All that Freedom Means: A French Case Study.
Finally, Connie C. Fuller writes abut Pedogogical,
Sociological, and Developmental Concerns of Future
Administrators: Implications for Instructional
Design from Student Journals.
A Review of Effective Schools Research as it Relates
to Effective Principals,
Marilyn L. Grady, William W. Wayson and Perry
A. Zirkel, 1989, 34 pages
The authors provide background on
the effective schools movement and subsequent
criticisms. The final chapters discuss the research
on the leadership factor and provide recommendations
for school leaders and the programs that prepare
leaders.
Teacher Selection: Legal,
Practical, and Theoretical Aspects, I. Phillip
Young and Dean Ryerson, , 1986, 32 pages
This 1986 publication advises school
districts and administrators regarding federal
law, including employer and teacher rights. The
monograph also reviews teacher selection research
and methods, including predictor refinement and
validation; and content, criterion and construct
validity and validation models. The monograph
concludes with a brief theoretical discussion
of individual and organizational perspectives.
Teaching Educational Politics and
Policy, Donald H. Layton and Jay D. Scribner,
1989, 100 pages
From the Preface: “This monograph,
Teaching Educational Politics and Policy, is the
principal product to date of the Politics of Education
Teaching and Research (POE-TER) Project…Its
objectives are to analyze and document current
and exemplary teaching practices in the politics
of education (and more broadly, in educational
policymaking) and to chronicle new research directions
in these politically oriented areas.” Layton
discuses politics of education within curriculum,
Scribner writes about teaching content/topics
of politics courses, Richard M. Englert studies
what students read within politics courses, and
Richard G. Townsend writes about his findings
from studying 81 syllabi. William Lowe Boyd provides
an afterward titled Rip Van Winkle and the Politics
of Education.
When Teachers Lead,
1993, 86 pages
In the first chapter, Bruce S. Cooper
writes, “One sometimes gets the sense of
the nation’s largest profession, a restless
giant, searching for outlets for its creativity
and energy. Since school system leaders –
administrators and supervisors – may ask
where all this new-found power will lead, this
monograph looks at the answers, examining the
roles of teachers beyond pedagogy and the classroom.”
Cooper’s first chapter is titled When—Teachers
Lead. The next chapters are similarly themed,
When – Teachers Share School-Level Decision-Making
(Sharon Conley and Justo Robles), When –
Teachers Run Schools (Cooper), When – Teachers
Re-design Schools around Teaching (Roberta Trachtman),
When – Teachers are School-District Decision
Makers (Mark A. Smylie) and When Is Now: A Plan
of Action (Ann Weaver Hart). |
