基本説明
Examines the pressing issues fasing today's educational leaders from a variety of philosophical perspectives.
Full Description
The eleventh annual NCPEA yearbook examines the pressing issues facing today's educational leaders from a variety of philosophical perspectives. Leadership transformation, post-behavioral science and its relationship to educational leadership, leadership and social justice, and leadership preparedness and practice are among the topics discussed in the 29 essays. This divergent dialogue speaks to professors of educational administration, superintendents, principals, and others engaged in this changing and challenging field.
Contents
Part 1 Part I: Invited Chapters Chapter 2 President's Message: Shaping the Future: Policy, Partnerships, and Emerging Perspectives Chapter 3 Cocking Lecture: Educational Administration: Atlantis or Phoenix Chapter 4 Corwin Lecture: Leading With Soul and Conviction: Essential Qualities and Virtues for Effective Leadership Chapter 5 The Post-Behavioral Science Era: Excellence, Community, and Justice Chapter 6 Leadership, Public Purpose, and Powerful American Schools: A Wake-Up Call 7 Transforming Leadership Preparation for Social Justice: Dissatisfaction, Inspiration, and Rebirth—An Examplar Chapter 8 Leadership for Social Justice: Identifying the Terrain, Crafting a Mission and Purpose Chapter 9 A Perspective on Ethical Educational Leadership: An Ethics of Presence Chapter 10 Tsar Khorosh, Boyary Polkhi—The ISLLC Standards and the Enshrinement of Mystical Authoritarian as Anti-Change Doctrine in Educational Leadership Preparation Programs Chapter 11 Breeching Firewalls of Practice in Educational Settings: Intentional Talk Between Higher Education and Educational Administration Faculty Chapter 12 Resolving the Dilemma of Rigor or Relevance in Preparing Educational Leaders: What Counts as Evidence of Their Knowledge and Ability to Act Ethically? Chapter 13 Moving Orange Blossom Trail Elementary School toward Constructivism: A Case Study Part 14 Part II: Leadership Preparation Chapter 15 Best Practice in Educational Leadership Preparation Programs Chapter 16 Reflection: Improving Leadership Practice Chapter 17 Preparing Leaders for Reflective Practice: New Practices, Methods, and Models Chapter 18 The Use of Cohort Models in Preparation Programs for School Leaders Chapter 19 Cohort Program Effectiveness: A Call for a National Research Agenda Chapter 20 Reconnecting Preparation and Practice through the Work Lives of Assistant Principals Chapter 21 Bridging the Gap to Improved Performance: Principals' Professional Development Practices Chapter 22 Improving Leadership Preparation through Administrative Internships Chapter 23 Coordinated, School-Linked Services and Principal Preparation Chapter 24 Bridging the Gap between Theory and Practice: The Impact of Intershipson the Preparation of School Leaders Part 25 Part III: Leadership in Practice Chapter 26 Reinventing Principalship: From Centrist to Collective Leadership Chapter 27 Professors and Practitioners: Investigating the Partership Chapter 28 Are National ISLLC Standards Important to Jo Performance?—An Eastern North Carolins Perspective Chapter 29 The Impact of the Transformational Principal on the Roles, Responsibilities, and Relationships in a School-University Partnership Chapter 30 A Collaborative Approach to Supporting and Retaining New Administrators: A Higher Education-School Based Partnership Chapter 31 Texas School Administrators and Their Knowledge of School Law: What Do School Administrators Need to Know? Chapter 32 First Amendment re. the Supreme Court Analysis of Thirty-Three Years of Tinker Litigation
