Resources

 

UCEA Monograph Series

UCEA publishes a number of quality publications aimed at improving administrator preparation programs. In addition to the highly respected Educational Administration Quarterly and the UCEA newsletter, The UCEA Review, UCEA also produces and distributes monographs as part of its Monograph Series.

UCEA members to current issues of Monograph Series

 monograph

 

In 1971, UCEA introduced the development of the Monograph Series which, at that time, would be developed in cooperation between UCEA and ERIC Clearinghouse on Educational Management. The initial purpose of the monographs was to “inform professors and students of recent trends and current needs in various innovative aspects of educational administration preparatory programs.” In this collaboration, UCEA was responsible for selecting authors and topics and assisting authors as they developed their respective monographs and the final printing and distribution of the monographs while ERIC/CEM was responsible for preparing the manuscripts for publication.

The first set in the series was published and distributed September 1972 and focused on a wide array of topics, ranging from the use of computers in administrative preparation to recent trends in instruction approaches. Over the years, although the general spirit of the purpose remains the same, the responsibilities have changed. Today, UCEA develops, supports, edits, and publishes the Series with the assistance of member universities.

What follows are the current monographs available through UCEA. If you are interested in writing or editing a monograph for the series, please contact

Michelle Young
Executive Director
mdy8n@eservices.virginia.edu

Please login into Members Journals account and download the pdf file. If your students need copies, please contact UCEA Publications Catalog and purchase our monograph series.

 

  • Notes on the Profession, 2015, 59 pages
    By Joseph F. Murphy, Vanderbilt University
  • Research on Preparation Programs in Educational Administration: An Analysis, 2004, 97 pages
    By Joseph Murphy & Michael Vriesenga, Vanderbilt University
  • Better Leaders for America’s Schools: Perspectives on the Manifesto, 2004, 135 pages
  • The Quest for a Center: Notes on the State of the Profession of Educational Leadership, 1999, 86 pages
  • When Teaches 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).

  • 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.

  • 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 L. Fulmer writes abut Pedogogical, Sociological, and Developmental Concerns of Future Administrators: Implications for Instructional Design from Student Journals.

  • Reforming Administrator Preparation Programs: Individual Perspectives, 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.

    By Frederick C. Wendel and Miles T. Bryant

  • 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.

  • Preventive Law: Strategies for Avoidance of Litigation in Public Schools, 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).

    By Harold L. Hawkins

  • Educational Leadership and the Crisis of Democratic Culture, 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).

    By Henry A. Giroux

  • 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.

  • 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.

  • 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.

  • The Principalship in the 1990s and Beyond: Current Research on Performance-Based Preparation and Professional, 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.

    By Laurie Witters-Churchhill and David A. Erlandson

  • A Review of Effective Schools Research as It Relates to Effective Principals, 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.

    By Marilyn L. Grady, William W. Wayson and Perry A. Zirkel

  • Teaching Educational Politics and Policy, 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.

    By Donald H. Layton and Jay D. Scribner