Possibly the all-time best-selling book on school administration. It has been reprinted many times, and has sold tens of thousands of copies. Highly praised in reviews, it is an assigned texts in many graduate education courses on school administration. Like no other book on this subject written before, it is about swimming with the sharks and surviving.
This volume presents a range of research and perspectives dedicated to advancing understanding of schools through empirical study and theoretical analysis. The eight chapters are: (1) “Organizational Learning in High-Stakes Accountability Environments: Lessons from an Urban School District” (Helen M. Marks and Susan M. Printy); (2) “Sources of Victory, Seeds of Defeat: Linking Enactment Politics and Implementation Developments” (Donna Redmond Jones and Betty Malen); (3) “Interest Groups in National Reading Policy: Perceived Influence and Beliefs on Teaching Reading” (Mengli Song and Cecil G. Miskel); (4) “Bridging and Buffering Parent Involvement in Schools: Managing Exchanges of Social and Cultural Resources” (Rodney T. Ogawa and Susan Clark Studer); (5) “Teachers’ Work and Instructional Management, Part I: Alternative Views of the Task of Teaching” (Brian Rowan); (6) “Teachers’ Work and Instructional Management, Part II: Does Organic Management Promote Expert Teaching?” (Brian Rowan); (7) “Collective Efficacy and School Organization: A Multilevel Analysis of Teacher Influence in Schools” (Roger D. Goddard); and (8) “A Test of a Model of School Achievement in Rural Schools: The Significance of Collective Efficacy” (Wayne K. Hoy, Page A. Smith, and Scott R. Sweetland). Each chapter concludes with a bibliography. (RT)
This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year. These chapters underscore the significance of educational policy in contemporary public education and in particular the impact of accountability policy on school outcomes. Public schools are increasingly being held accountable for students achieving at higher levels in both basic skills and higher-level learning outcomes. Of course, all policy is enacted by teachers in classroom and sometimes changed or distorted in the process. The challenge is to improve student outcomes without permitting accountability testing to extinguish innovation and creativity in schools. This book 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.