RISS 처음 방문이세요?

RISS 처음 방문이세요?

닫기

RISS 처음 방문이세요?

전국 대학의 학술자원을 이용할 수 있는
대국민 서비스,
RISS에 오신것을 환영합니다.

RISS란?

RISS 개요

RISS(Research Information Sharing Service)는 전국 대학이 생산하고 보유하며 구독하는 학술자원을 공동으로 이용할 수 있도록 개방된 대국민 서비스입니다.

우리의 목표

RISS는 다음과 같은 목표를 가지고 서비스를 운영하고 있습니다.

  • - 국가학술연구정보 공유 시스템 구축을 통한 국가적 연구 경쟁력 강화
  • - 인적자원의 개발을 통한 차세대 산업동력 제고

RISS 자료

RISS에서는 다음과 같은 자료를 이용할 수 있습니다.

  • 2,291,160학위논문

  • 1,038,190음성논문

  • 6,304,375국내학술논문

  • 62,608,654해외학술논문

  • 184,584학술지

  • 12,523,772단행본

  • 167,166연구보고서 등

주제별 최신 인기논문

RISS에서는 '주제별 최신 인기논문'을 검색할 수 있습니다.

주제별 최신 인기논문

내추천논문

MYRISS > 내추천논문에서 키워드와 학술지를 등록하여 알림서비스를 받아 볼 수 있습니다.

관심서비스

RISS 이용권한

RISS 이용권한
비용 구분 서비스 구분 개인로그인 기관로그인 소셜로그인 무로그인
무료 학위/학술논문 이용가능 이용가능 이용가능 이용가능
해외전자자료 이용가능

※ 신분, 소속기관 IP에 따라 이용

이용가능 이용불가 이용불가
구독 비구독
24시간 이용 시간대별 이용
유료 국내학술논문 이용가능

※ 자료제공 업체페이지 로그인 후 이용

이용가능

※ 소속기관 구독자료 무료

이용가능

※ 자료제공 업체페이지 로그인 후 이용

이용가능

※ 자료제공 업체페이지 로그인 후 이용

문헌복사/도서대출 이용가능 이용불가 이용불가 이용불가
해외자료신청 이용가능 이용불가 이용불가 이용불가

내 추천논문 등록방법

MYRISS > 내추천논문에서 확인 가능합니다.

내 관심논문등록-MyRISS> 내 추천논문> 내 자료 추천 알림 설정

MyRISS내 추천논문내 자료 추천 알림 설정

1. 관심키워드

자주 쓰는 검색 키워드를 등록하여 최신 학위논문 및 국내학술논문을 확인 할 수 있습니다.

  • 1) 관심 키워드 등록
    내 관심논문등록-관심 키워드 등록
  • 2) 최신 학위논문 국내학술논문 확인
    최신 학위논문 국내 학술논문

2. 관심 학술지

자주 이용하는 학술지를 등록하여 최신 학술논문을 확인 할 수 있습니다.

  • 1) 내 관심논문관심학술지 등록

    내 관심논문등록-관심학술지 등록

    TIP : 최대 5개까지 등록, 30일까지 저장가능

  • 2) 최신 학술논문 확인
    내 관심논문등록-최신학술논문확인

즐겨 찾는 해외 DB를 등록할 수 있습니다.

자주 이용하는 학술지를 등록하여 최신 학술논문을 확인 할 수 있습니다.

해외내관심DB등록

RISS 자료 유형별 이용방법

RISS 자료 유형별 이용방법
자료유형명 안내
학위논문 학위취득을 위하여 제출된 석•박사 학위논문
학술논문 학술지에 투고된 논문
학술지 연구자의 학술논문을 게재한 잡지
단행본 한 권 한 권이 단독으로 간행되는 서적
연구보고서 연구결과를 보고하기 위해 제출하는 문서

1. 학위논문 : 원문보기 무료 이용

원문을 제공하지 않는 경우 복사신청

RISS 자료 유형별 이용방법-학위논문 RISS 자료 유형별 이용방법-학위논문

2. 국내 학술논문

무료, 유료, 기관내무료 이용

  • 1)   무료
    RISS 자료 유형별 이용방법-국내 학술논문(무료)
  • 2)   유료
    RISS 자료 유형별 이용방법-국내 학술논문(유료)
  • 3)   기관내 무료
    RISS 자료 유형별 이용방법-국내 학술논문(기관 내 무료)

3. 해외 학술논문

유료국내복사, 유료해외논문 구매대행, 무료국내복사 이용

  • - 국내 소장 있는 경우 : 복사/대출을 통한 유료이용

    - 국내소장이 없는 경우 : 복사/대출을 통한 해외논문 구매대행을 통한 유료이용

    RISS 자료 유형별 이용방법-해외 학술논문
  • - 외국 학술지 지원센터 소장 자료 : 복사서비스 무료 이용

    RISS 자료 유형별 이용방법-해외 학술논문

4. 학술지

권호정보를 통한 학술논문 확인 후 복사/대출 유료 이용

RISS 자료 유형별 이용방법-학술지 RISS 자료 유형별 이용방법-학술지

5. 단행본

복사/대출을 통한 유료 이용

RISS 자료 유형별 이용방법-단행본

6. 연구보고서

검색 후 연구보고서를 제공하는 페이지에서 무료 이용

RISS 자료 유형별 이용방법-연구보고서

복사/대출 이용방법

이용방법

소속기관 이용자

RISS 가입 → 도서관 담당자 승인 → 복사/대출신청 → 자료수령 → 비용지불

일반 이용자

RISS 가입 → 복사신청 및 결제 → 자료수령

국내자료신청

복사/대출 이용방법-국내자료신청
구분 소속기관이용자 일반이용자
복사 대출 복사
신청자료 학술지, 단행본 , 학위논문 단행본 학술지, 단행본 , 학위논문
발송방법 기관전송, 일반우편, 등기우편, 택배, 팩스 택배 등기우편, 택배
평균소요일수 1일~6일 2일~5일 2일~6일
신청비용 기본료 + 장당복사비 1건당 5,000원 기본료 4,500원부터
지불방법 후불 후불 선불
수령지 소속도서관 수령지 직접 기재
수령형태 인쇄물 실물도서 인쇄물
비고 선불 신청 가능 대출참여기관 이용자만 가능  

해외자료신청

복사/대출 이용방법-해외자료신청
구분 소속기관이용자 일반이용자
NII

일본대학소장자료

CALIS

중국대학소장자료

EDDS

해외논문구매대행

EDDS

해외논문구매대행

신청자료 학술지, 단행본 학술지, 단행본 , 학위논문 학술지, 단행본 , 학위논문
발송방법 Air-mail, EMS 기관전송 E-mail 직접전송
평균소요일수 7일~13일이상 3일~10일이상 3일~15일이상 3일~15일이상
신청비용 우편료(실비) + 장당복사비 기본료 + 장당복사비 기본료 6,000원~ 143,000원 기본료 6,000원~ 143,000원
지불방법 후불 후불 후불 선불
수령지 소속도서관 E-mail 직접전송
수령형태 인쇄물 파일 (pdf, tiff 등)
비고 NII참여기관 이용자만 가능 CALIS 참여기관 이용자만 가능 사서대행으로 신청  

해외전자정보 복사신청

해외전자정보 서비스에서 자료 검색 후 상세서지에서 복사신청

복사신청
복사신청

해외전자자료 이용방법

RISS 이용권한
이용자 구분 접속 방법 패키지 구독 여부 이용 방법
소속기관 이용자
(학교 소속)
① 교내 접속
② RISS 로그인
구독하는 경우 24시간 이용
구독하지 않는 경우 오후 4시부터 익일 오전 9시까지 이용

(*ASC, BSC 2종 오후 5시부터 / Onju, LAWnB 2종 오후 6시부터 익일 오전 9시까지 이용)

*예외* 구독 필수 DB

ScienceDirect, Wiley Online Library, JCR, O’Reilly Higher Education, PQDT Global

일반 이용자
(그 외)
① RISS 로그인 학술연구자 신분*

(대학생, 대학원생, 교수, 대학직원, 대학사서, 연구원)


* My RISS > 내정보 수정 > 소속기관/ 신분 등록 가능
- 24시간 무료 DB(23개 패키지) 이용 가능
- 시간대별(16시~09시) 무료 DB(17개 패키지) 이용 가능
학술연구자 신분이 아닌 경우
(일반회원, 공무원, 교사, 고등학생)
PAO, arXiv, CiNii, DOAJ, OAIster, Persée 이용 가능

※ 해외 이용자 및 소셜 로그인 한 경우 검색만 가능하며 원문열람은 제공되지 않습니다.

자료유형 안내

  • 소속기관이 구독하는 경우 : 24시간 무료로 로그인 후 원문보기 이용 가능
  • 소속기관이 구독하지 않을 경우 : 시간대별 무료로 서비스로 이용 가능
  • 소속기관이 없는 일반이용자 : OA(Open Access) 자료 이용 가능
자료유형
구분 내용
Academic Journals 연구자의 학술논문을 게재한 잡지
EBOOKs 한 권씩 단독으로 간행되는 서적
Dissertations 학위취득을 위하여 제출된 석•박사 학위논문
Conference materials 학회에서 발행되는 학술 회의자료
Reviews 비평 및 평론
Reports 과제 및 기록물

1. Academic Journals : 연구자의 학술논문을 게재한 잡지로 권한에 따라 원문보기 이용 가능

로그인 전

[로그인 전]

로그인 후

[로그인 후]

2. EBOOKs : 전자책으로 출판사에서 인쇄페이지와 이용범위를 제한할 수 있음

ebook

3. Dissertations

DDOD(소속기관 등록), PQDT Global(구독기관)에 한하여 석, 박사 학위논문을 제공

DDOD

4. Conference Materials

학회에서 발행되는 학술 회의자료로 원문 확인 후 저장 및 인쇄 가능

Conference Materials

5. Reviews

비평 및 평론자료로 원문 확인 후 저장 및 인쇄 가능

Reviews

6. Reports : 과제 및 기록물

OA(Open Access) 자료 이용 시 일반이용자 이용가능

Reports

등재정보 안내

등재정보
등재구분 내용
SCI 미국 클래리베이트 애널리틱스(Clarivate Analytics)가 구축한 국제학술논문 데이터베이스로(Science Citation Index) 과학기술분야에 높게 평가된 학술지에 기재된 논문
SCIE SCI확장판 (Science Citation Index Expanded)
SSCI 사회과학논문 인용색인(Social Science Citation Index)
A&HCI 예술 및 인문과학 논문 인용색인(Arts and Humanities Citation Index)
ESCI 기본 요건을 갖추었으나 피인용 영향도가 충분하지 않아 SCIE, SSCI, A&HCI에 아직 등재되지 않은 학술지
SCOPUS 엘스비어(Elsevier)출판사에서 제공하는 데이터베이스로 인용정보를 제공
KCI 한국연구재단에서 운영하는 인용 색인 및 데이터 베이스
닫기
검색

상세검색

상세검색

추가
닫기

International handbook of educational leadership and administration

저자 : Leithwood, Kenneth A

발행사항 : Dordrecht : ; Boston: Kluwer Academic, c1996

발행연도 : 1996

작성언어 : 영어

주제어 : Educational leadership ,School management and organization

DDC : 371.2/01 판사항(20)

자료형태 : 도서

발행국(도시) : Massachusetts

서명/저자사항 : International handbook of educational leadership and administration / editors, Kenneth Leithwood ... [et al.].

형태사항 : 2 v.; 25 cm.

총서사항 : Kluwer international handbooks of education

일반주기명 : Includes bibliographical references and index.

소장기관 :

  • 경상국립대학교 도서관
  • 계명대학교 동산도서관
  • 공주대학교 도서관
  • 국립중앙도서관
  • 숙명여자대학교 도서관
  • 아주대학교 도서관
  • 우석대학교 중앙도서관
  • 충남대학교 도서관
  • 한국과학기술원(KAIST) 학술문화관
  • 소장기관 전체보기

서지정보 열기
    원문보기 복사/대출신청 내보내기 내책장담기 한글로보기
  • 목차
    • CONTENTS
    • Introduction = 1
    • SECTION1 : THE CONTEXT FOR EDUCATIONAL LEADERSHIP AND ADMINISTRATION /JUDITH CHAPMAN(SECTION EDITOR)
    • CHAPTER1 A NEW AGENDA FOR A NEW SOCIETY = 27
    • The Policy Context: The Learning Society and Knowledge Economy = 27
    • The Concept of Life Long Learning = 27
    • Provision of Life Long Learning: The Discrepancy Between Conception and Practice = 31
    • Helping People Start Right on the Journey of Life Long Learning = 33
    • The Governance, Management and Financing of Schools and School Systems = 33
    • New Administrative Relationships in Schooling: Autonomy, Mutuality and the Public Good = 36
    • Schools as Learning Organizations = 42
    • Curriculum = 46
    • Learning and Thinking = 48
    • New Learning Technologies = 50
    • Redefining the Place to Learn = 52
    • The Learning Society and the Education Profession = 54
    • References = 57
    • CHAPTER2 LAW AND THE COURTS = 61
    • Introduction = 61
    • Sources of Law for Education = 62
    • The Influence of Statute Law = 63
    • The Influence of the Legal Culture of the Jurisdiction = 65
    • Education, Law and the Courts: Some Examples = 67
    • A Constitutional Issue: State Aid to Denominational Schools = 67
    • Human Rights Legislation and Education = 71
    • The Statutory Framework of Education: Authority and Control = 73
    • Litigation in Education = 78
    • Conclusion = 82
    • Acknowledgement = 83
    • Footnotes = 84
    • CHAPTER3 EDUCATION AND THE CONCEPT OF KNOWLEDGE: IMPLICATIONS FOR THE CURRICULUM AND LEADSHIP = 91
    • Introduction: The Design and Implementation of Reforms Conceived to Achieve the Goals of Schooling = 91
    • An Overview of the Chapter = 91
    • Some Key Epistemological Questions and Issues for the Debate About Curricula in Quality Schools = 95
    • Conceptions of Knowledge = 96
    • Implications for the Education of Leaders = 98
    • Some Recent Approaches to the Construction of Curricula and the Selection of Curriculum Content = 99
    • Instrumental Education = 99
    • Curriculm Implications = 100
    • Implications for the Education of Leaders = 100
    • 'Entitlement' Education = 101
    • Curriculum Implications = 102
    • Implications for the Education of Leaders = 102
    • Liberal Education for Human Rationality = 104
    • Curriculum Implications = 105
    • Implications for the Education of Leaders = 106
    • Common Features of Such Curricula: A Criticism = 107
    • Contrary Views: Subjectivism, Neo-marxism and Constructivism = 108
    • Implications for Schooling and the Construction of Curricula = 110
    • Constructivism = 112
    • Criticisms of Historicism, Subjectivism and Relativism = 113
    • A Functional Alternative = 115
    • The Need for Reference to Recent Changes and Advances in Epistemology = 116
    • The Concept of Knowledge = 117
    • Post-empiricist Approaches to Knowledge = 119
    • Examples of Curriculum Problems = 121
    • Towards and Integrative Perspective = 122
    • A Basis for Curriculum Planning in the Democratic School = 125
    • Implications for the Preparation of Educational Leaders = 126
    • The Moral Imperative = 128
    • Conclusion = 130
    • Acknowledgments = 131
    • References = 131
    • CHAPTER4 DILEMMAS FOR SCHOOL LEADERS AND ADMINISTRATORS IN RESTRUCTURING = 135
    • The Context of Restructuring = 136
    • Restructuring, School Leaders and a Social Cognitive Approach to Dilemmas = 139
    • The Nature of Dilemmas: Towards a Conceptualization = 141
    • Dilemmas for School Leaders in Restructuring = 145
    • Leadership, Role and Position(States of Mind) = 140
    • Dilemmas Based on Specific Issues = 157
    • Purposes and Functions of Schooling = 157
    • Structures and Processes = 158
    • Human Resource Management = 159
    • Curriculum, Teaching and Learning = 160
    • Resources = 161
    • School Leader Reactions to Restructuring Dilemmas = 162
    • Developing School Leaders' Framing of Dilemmas = 165
    • Conclusions = 167
    • References = 168
    • CHAPTER5: EDUCATION REFORM, MANAGEMENT APPROACHES AND TEACHER UNIONS = 171
    • Introduction = 171
    • General Context = 173
    • Reform and Restructuring: The Context of the Late 20th Century = 178
    • The Union Response = 184
    • Conclusion = 192
    • References = 193
    • CHAPTER6 BEYOND THE BOUNDARIES: PRINCIPALS, PARENTS AND COMMUNITIES SHAPING THE SCHOOL ENVIRONMENT = 195
    • Introduction = 195
    • Overview: Changing School Environments-Changing Leadership Roles = 196
    • Empowering Trends for Parents and Communities = 199
    • Parental Empowerment: Beyond Involvement = 200
    • Parental Choice = 202
    • Community School Linked Services = 205
    • Challenges for the Environmental Leader = 207
    • The Principal and the In-school Community = 208
    • Balancing the External Environment = 210
    • The Principal as Link Between the Internal and the External Environments = 213
    • Summary: Balancing the New School Environment = 214
    • Footnotes = 217
    • References = 217
    • CHAPTER7 LEADERSHIP IN A CHANGING WORLD = 223
    • The Global Context = 223
    • Shifts at National Government Level = 225
    • Schools and the Labour Market = 227
    • Change is not what it used to be = 228
    • The Rediscovery of Old Values = 230
    • Involving Parents = 231
    • Managing New Forms of Partnership = 233
    • The Self-improving School = 236
    • What do Headteachers do? = 237
    • Leadership for a New Order = 242
    • Back to the Future = 246
    • References = 248
    • SECTION2 THE DEVELOPMENT OF EDUCATIONAL LEADERSHIP AND ADMINISTRATION / ANN WEAVER HART(SECTION EDITOR)
    • CHAPTER8 NEW DIRECTIONS IN THE PREPARATION OF EDUCATIONAL LEADERS = 251
    • A Brief History of University-based Preparation Programs for School Administrators = 252
    • The Context of Reform in Administrator Preparation Programs = 254
    • Emerging Trends in the Formal Preparation of Educational Leaders = 257
    • Responses to Criticisms of Recruitment and Selection Processes = 258
    • Responses to Criticisms of Program Content = 261
    • Responses to Criticisms of Program Delivery and Standards of Performance for Students = 266
    • Responses to Criticisms of the Selection, Employment, and Professional Development of School Administrators = 271
    • Conclusion = 272
    • Footnotes = 274
    • References = 274
    • CHAPTER9 RECRUITMENT AND SELECTION OF EDUCATIONAL ADMINISTRATORS: PRIORITIES FOR TODAY'S SCHOOLS = 279
    • Introduction = 279
    • Factors Influencing Administrative Roles = 279
    • Educational Initiatives and Leadership Reconceptualization = 280
    • Student Characteristics = 282
    • Administrator Recruitment = 285
    • Recruitment Information and Applicant Attraction = 288
    • Recruiter Characteristics = 292
    • Applicant Characteristics = 294
    • Administrator Selection = 294
    • Selection Interview Research = 295
    • Administrator Practices = 297
    • Assessment Centres = 298
    • Implications for Administrator Selection = 300
    • Conclusions = 304
    • Footnotes = 304
    • References = 305
    • CHAPTER10 DEVELOPING SUCCESSFUL SCHOOL LEADERS = 309
    • School Leader Preparation = 310
    • Pre-appointment Emphasis = 311
    • Post-appointment Emphasis = 311
    • Experience Versus Formal Study = 314
    • Professional and Organizational Socialization = 314
    • The Secondary Head Teachers Project = 316
    • Organizational Socialization: Maximizing Benefits = 317
    • Interdependence = 320
    • The School: A Source of Leader Influence = 323
    • Tapping the Power of the Context = 324
    • Stages of Socializations = 326
    • Encounter and Confrontation = 326
    • Accommodation and Integration = 328
    • Stabilization-Educational Leadership and Professional Actualization = 328
    • Outcomes or Effects = 329
    • Summary and Implications = 330
    • Footnotes = 332
    • References = 332
    • CHAPTER11 WOMEN'S PLACE IN EDUCATIONAL ADMINISTRATION: PAST, PRESENT, AND FUTURE = 337
    • Historical Antecedents to Women's Current Place in Educational Administration = 337
    • Girls' Access to Public Education and Early Women Administrators = 338
    • Women's Role as School Administrator: The Rise of Advocacy Groups = 340
    • 1920-1970: The Dormant Feminist Movement = 341
    • The Rise of Advocacy for Women in Educational Administration = 343
    • Women's Place in Educational Leadership Today = 344
    • Women in School Administration and Feminist Theory = 345
    • Exclusionary Perspectives = 346
    • Women's Experience in Schools = 346
    • Women's Leadership and the Text = 347
    • The Liberal-egalitarian Perspective = 348
    • Transformative-essentialist Perspective = 351
    • The Social Construction of Gender Perspective = 355
    • Women School Administrators: Current Reform Movements, and the Future = 359
    • References = 362
    • CHAPTER12 ROLE-BASED EVALUATION OF PRINCIPALS: DEVELOPING AND APPRAISAL SYSTEM = 369
    • Introduction = 369
    • The Increasing Role of Evaluation in Education = 371
    • Political Roots of Evaluation = 371
    • Fundamental Principles of Evaluation in Education = 374
    • Evaluation Objects = 373
    • Evaluation Purposes = 375
    • Choosing Evaluation Standards = 376
    • Additional Evaluation Choices = 378
    • The Role of the Principal = 379
    • Recent Research = 379
    • Changing Role Metaphors = 381
    • Human Resource Perspective = 382
    • Restructured Governance and the Principal = 383
    • Role-based Evaluation = 384
    • Responsibility and Control = 385
    • Guidelines for Role-based Evaluation = 386
    • Conclusions = 389
    • Footnotes = 390
    • References = 390
    • CHAPTER13 LEADERSHIP: ROLES OR FUNCTIONS? = 395
    • Leadership Substitutes for Normal Operations = 396
    • Regulation of Instruction = 397
    • The Teacher Peer Group = 401
    • Leadership for Change = 404
    • Studies of Change Functions = 404
    • Providing and selling a Vision = 405
    • Obtaining Resources = 407
    • Providing Encouragement and Recognition = 408
    • Adapting Standard Operating Procedures = 409
    • Monitoring Improvement = 410
    • Concluding Thoughts = 412
    • Footnotes = 414
    • References = 414
    • CHAPTER14 PROFESSIONAL GROWTH AND DEVELOPMENT = 419
    • Conditions that make Updating Necessary = 420
    • Factors that Stimulate Professional Development = 425
    • Organizational Triggers = 430
    • Work Role Triggers = 431
    • Exploration Learning Cycle = 433
    • Organizational Factors that Support Professional Development = 435
    • Toward a Learning Organization = 439
    • Conclusion = 442
    • References = 443
    • SECTION3 COGNITIVE PERSPECTIVES ON EDUCATIONAL LEADERSHIP AND ADMINISTRATION / KEN LEITHWOOD(SECTION EDITOR)
    • CHAPTER15 RESEARCH OUTSIDE THE FIELD OF EDUCATION = 447
    • Cognitive Implications for Leadership and Administration = 447
    • Historical Overview = 448
    • Neo-trait Approaches = 449
    • Changing Conceptions of Intelligence and Managerial Problem Solving = 449
    • Rational Approaches to Managerial Problem Solving = 450
    • Strengths of Rational a Approaches to Managerial Problem Solving = 452
    • The Art of Managerial Problem Solving = 455
    • Knowledge and Expertise = 469
    • Accounting for Expert Performance = 470
    • Changing Relations Between Ability and Performance = 471
    • Conclusions = 473
    • References = 474
    • CHAPTER16 PROBLEM FINDING, CLASSIFICATION AND INTERPRETATION : IN SEARCH OF A THEORY OF ADMINISTRATIVE PROBLEM PROCESSING = 477
    • Problem Focused Literature in Educational Administration = 478
    • A Note on Sources = 481
    • On Problems = 482
    • Problem Processing = 485
    • Research Approaches = 486
    • System Architecture = 487
    • Problem Architecture = 487
    • Problem Space = 489
    • Problem Structure = 490
    • Problem Schema = 494
    • Summary = 500
    • Problem Finding = 500
    • Educational Administration = 506
    • Problem Classification = 512
    • Theoretical Typologies = 513
    • Research in the Broader Literature = 514
    • Educational Administration = 517
    • Problem Interpretation = 523
    • The Broader Literature = 524
    • Educational Administration = 530
    • Conclusion = 538
    • Notes = 539
    • References = 541
    • CHAPTER17 COGNITIVE PERSPECTIVES ON THE NATURE AND FUNCTION OF VALUES IN EDUCATIONAL ADMINISTRATION = 551
    • Adopting a Values Perspective on Administration = 552
    • The Nature of Values in Theories of Administration = 554
    • The Function of Values Within Competing Paradigms of Research Methodology = 557
    • Practitioner Perspectives on Values in Administration = 560
    • Summary: Why Study Values? = 561
    • Applying Cognitive Perspectives to Educational Administration = 562
    • Towards an Integrated Theory of Values & Cognitive Processing = 564
    • Information Processing Theory = 565
    • Values Theory = 567
    • An Integrated Theory of Cognitive Information Processing And Values = 575
    • Using a Linguistic Metaphor to Map Values Theories & Research = 576
    • A Linguistic Metaphor = 576
    • Research Findings of Selected Studies = 579
    • Conclusion: Implications of Applying Cognitive Perspectives to Values Theory = 582
    • Footnotes = 584
    • References = 585
    • CHAPTER18 UNDERSTANDING ORGANIZATIONAL LEARNING FOR EDUCATIONAL LEADERSHIP AND SCHOOL REFORM = 589
    • Introduction = 589
    • Sample = 592
    • Organizational Learning Capacity = 607
    • Social Learning = 611
    • Organizational Knowledge Representation = 612
    • Behavioural Versus Cognitive Distinctions = 616
    • Levels of Learning = 617
    • System-structural Versus Interpretive Perspectives = 620
    • Organizational Memory = 622
    • Knowledge Management = 624
    • 'Experiencing' as Knowledge Creation and Acquisition = 626
    • Acquiring Knowledge from the Environment = 629
    • Dysfunctional Learning Habits = 633
    • Implications for Leadership and School Reform = 635
    • Contemporary Images of Educational Reform = 636
    • Leaders = 637
    • Teachers = 638
    • Community = 638
    • Implications for Reform: Guidelines from Organizational Learning Research = 639
    • Install or Improve Existing Mechanisms for Environmental Noticing, Searching and Discovering = 640
    • Environmental Noticing, Searching and Discovering = 640
    • Construct and Support Interpretive Systems and Opportunities for Dense Interpersonal Exchange = 641
    • Seek, Create and Monitor 'Experiencing' Opportunities = 642
    • Balance Local Human Resource Development with Grafting = 642
    • Revise Leadership Training and Socialization Opportunities = 643
    • Install or Improve Existing District Performance Indicator System = 643
    • Revisit, Reinterpret and Revise Organizational Routines, Policies and Symbolic Entities = 644
    • Systematize and Automate Information Storage and Retrieval Systems = 645
    • Conclusion = 645
    • Footnotes = 646
    • References = 646
    • SECTION4 CONCEPTIONS OF LEADERSHIP AND ADMINISTRATIVE PRACTICE / PHILIP HALLINGER(SECTION EDITOR)
    • CHAPTER19 BUILDING INNOVATIVE CAPACITY AND LEADERSHIP = 653
    • The Desirability of Educational Review in Large-scale Frameworks = 653
    • Large-scale Innovations from the Point of View of Implementation = 657
    • The Larger Point of View = 657
    • The Individual Point of View = 659
    • The Behaviour of Individuals as the Target of Policy = 661
    • Stages of Concern = 663
    • Levels of Use = 664
    • Two Perspectives on Schools and Large-scale Innovations: The Results of some Dutch Research = 666
    • A Study of Schools and Policy Making: A Structural-functionalist Perspective = 667
    • The Policy-making Capacity of Schools = 667
    • The Scope of Policy-making of Schools = 668
    • Research Questions and Design = 669
    • Result = 669
    • From Policy-making Capacity to Innovative Capacity: Implications for Leadership = 670
    • The Innovative Capacity of Secondary Schools: An Individual Perspective = 673
    • The Context of the School = 673
    • Collaboration among the Teachers = 674
    • Transformational School Leadership = 674
    • The Functioning of the School as a Learning Organization = 679
    • Research Questions and Research Design = 679
    • Results = 680
    • The Innovative Capacity of Primary Schools: A Second Qualitative Study = 682
    • Method = 684
    • Results = 684
    • Intensity of Concern and Levels of Use = 688
    • Conclusion = 689
    • Transformational Leadership = 690
    • Mission = 690
    • Joint Goals = 691
    • Charisma = 691
    • Individual Support = 691
    • The School as a Learning Organization = 691
    • Need for Personal Growth = 692
    • Strategy Formation = 692
    • Innovative Capacity, Intensity of Concern, and Levels of Use = 692
    • Implications = 692
    • The Need for Transformational Leadership in Large-scale Innovations = 692
    • The Importance of Analysing Concern by Transformational Leaders = 693
    • Incremental Policy Development and Leadership = = 694
    • The Need for a Transformational Innovation Policy and Leadership = 695
    • References = 696
    • CHAPTER20 LEADERSHIP FOR CHANGE = 701
    • The New Context = 702
    • Broad Conceptions of Leadership = 704
    • Leadership for Change in Action = 710
    • Advocacy and Resistance = 711
    • The Case of Whole School Reform = 713
    • School Councils = 716
    • State Policy = 719
    • Conclusion = 720
    • References = 721
    • CHAPTER21 THE PRINCIPAL'S ROLE IN SCHOOL EFFECTIVENESS: AN ASSESSMENT OF METHODOLOGICAL PROGRESS, 1980-1995 = 723
    • The Perspective and Selection of studies for this Review = 726
    • The Principal's Role in School Effectiveness: Methodological and Conceptual Issues = 727
    • Frame of Reference = 728
    • Research Design = 730
    • Classification of Administrator Effects = 731
    • Conceptualizing and Operationalizing Variables = 738
    • Principal Leadership = 738
    • Personal Antecedents and School Context = 745
    • Mediating Variables = 746
    • School Outcomes or Effectiveness = 747
    • Sampling = 749
    • Nature of the Samples = 750
    • Size of Samples = 751
    • Unit of Analysis = 752
    • Data Collection Methods = 754
    • Data Analysis = 756
    • Analytical Techniques used to Test Direct-effects Models = 757
    • Exploring Principal Effects Through Regression Analysis = 760
    • Analytical Techniques used to Test Mediated-effects Models = 761
    • Two New Analyses = 762
    • Construct Validity and Generalizability = 766
    • Conclusion = 767
    • Theoretical Frameworks for Conceptualizing Principal Impact = 769
    • Conceptual Progress = 771
    • Methodological Progress = 773
    • Acknowledgement = 777
    • Footnotes = 777
    • References = 778
    • CHAPTER22 TRANSFORMATIONAL SCHOOL LEADERSHIP = 785
    • Framework and Methods for the Review = 788
    • Framework = 788
    • Methods = 789
    • The Nature of Transformational School Leadership = 790
    • Dimensions of Transformational Leadership Relevant to School Settings = 798
    • The Theory and Practice of Individual Transformational School Leadership Dimensions = 800
    • Charisma/Inspiration/Vision = 801
    • Goal Consensus = 803
    • High Performance Expectations = 805
    • Individual Consideration = 806
    • Intellectual Stimulation = 808
    • Modelling = 809
    • Contingent Reward = 810
    • Structuring = 811
    • Culture Building = 812
    • Summary = 814
    • Effects of Transformational School Leadership = 814
    • Extent of Support for a 'Two-Factor Theory' of Transformational Leadership in Schools = 815
    • Effects of Transformational School Leadership = 820
    • Effects on Perceptions of Leaders = 822
    • Effect on Behaviours of Followers = 822
    • Effect on Followers' Psychological States = 823
    • Organization-level effects = 826
    • Effects on Students = 827
    • Summary = 828
    • Conclusion = 830
    • Status of Knowledge Claims About the Nature of Transformational School Leadership = 832
    • Status of Knowledge Claims About the Effects of Transformational School Leadership = 833
    • Footnotes = 834
    • References = 835
    • CHAPTER23 PERCEPTION, PRESCRIPTION, AND THE FUTURE OF SCHOOL LEADERSHIP = 842
    • Understanding Leadership = 842
    • The Need for Change = 846
    • Rx for New Schools and Businesses = 849
    • Greater Focus and Direction = 849
    • Greater Market Sensitivity = 850
    • Reduced Size and Scale of Operations = 851
    • Flatter Structure = 852
    • Greater Participation = 853
    • Reduced Control Orientation = 853
    • Increased Complexity of Relationships = 854
    • The Changing Concept of Organizational Leadership = 856
    • The Accountability Dimension = 856
    • The Entrepreneurial Dimension = 858
    • The Empowerment Dimension = 860
    • The Cultural Dimension = 862
    • The Developmental Dimension = 863
    • The Beginnings of Consensus = 865
    • A Vision from the Educational Administration Community = 866
    • Requiem for Instructional Leadership = 868
    • Reflections on Perceptions and Prescriptions = 869
    • Footnotes = 871
    • References = 871
    • CHAPTER24 GENDER, ORGANIZATIONS, AND LEADERSHIP = 873
    • Gender and Organizational Theory = 876
    • Gender and Occupations = 878
    • Gender and Power = 885
    • Gender and Organizational Culture = 897
    • Gender and the Logic of Organization = 901
    • Gender and Leadership = 903
    • Conclusion = 911
    • References = 912
    • CHAPTER25 DECENTRALIZATION, COLLABORATION. AND NORMATIVE LEADERSHIP: IMPLICATIONS FOR CENTRAL OFFICE PRACTICE AND RESEARCH = 921
    • Three Developments Affecting the Central Office = 924
    • Decentralization = 926
    • Collaboration = 930
    • External Collaboration = 931
    • Internal Collaboration = 933
    • Normative Leadership = 934
    • Reciprocity: The Underlying Theme = 939
    • Reciprocity and Implications for Research = 942
    • References = 943
    • SECTION5 CRITICAL PERSPECTIVES ON EDUCATIONAL LEADERSHIP AND ADMINSTRATION / DAVID CORSON(SECTION EDITOR)
    • CHAPTER26 THE CULTURAL POLITICS OF SCHOOLS: IMPLICATIONS FOR LEADERSHIP = 947
    • Conflicting Paradigms, Discourses, and Interests: Toward a Critical Conception of Culture and Politics = 948
    • The Construction of 'Culture' in Educational Administration = 950
    • The Construction of 'Politics' in Educational Administration = 951
    • The Culture Politics of Control and Resistance = 954
    • The Cultural Politics of Identity = 958
    • The Culture Politics of Leadership = 960
    • Conclusion = 962
    • Footnotes = 963
    • References = 963
    • CHAPTER27 CULTURAL DYNAMICS AND ORGANIZATIONAL ANALYSIS: LEADERSHIP, ADMINISTRATION AND THE MANAGEMENT OF MEANING IN SCHOOLS = 967
    • Leadership and Cultural Control = 968
    • The Meaning of Organizational Culture = 974
    • Education and Culture = 978
    • Culture, Context and Organizational Power = 984
    • Conclusion: Critical Cultural Analysis = 989
    • References = 994
    • CHAPTER28 'BREAKING THE SILENCE': FEMINIST CONTRIBUTIONS TO EDUCATIONAL ADMINISTRATION AND POLICY = 997
    • The Reading and the Text = 997
    • Silence = 999
    • Voice = 1004
    • Redefining Leadership = 1008
    • The Gendering of Administration and Teaching = 1008
    • Emancipatory Politics = 1011
    • An Ethics of Care and Administration = 1014
    • Difference = 1017
    • Feminists Theorising the State and Policy = 1021
    • Representation = 1025
    • Feminism/post-structuralism and a Politics of Difference = 1026
    • A Post-masculinist Politics? = 1028
    • Restructuring for the 'Post Modern' = 1030
    • Footnotes = 1034
    • References = 1034
    • CHAPTER29 EMANCIPATORY DISCURSIVE PRACTICES = 1043
    • Introduction = 1043
    • The 'Discursive Turn' in the Social Sciences = 1043
    • Research on Power Relationships in Educational Organizations = 1046
    • Primitive Semantic Notions about Hierarchy = 1048
    • Emancipatory Discursive Practices: A Review of the Literature = 1051
    • Communicative Action and Teacher Resistance in School Administration = 1051
    • Communicative Action in School Policies, Communities, and Classrooms = 1057
    • Conclusion = 1062
    • References = 1064
    • CHAPTER30 CRITICAL THEORY AND THE SOCIAL PSYCHOLOGY OF CHANGE = 1069
    • Critical Theory as a Theory of Change = 1070
    • Critical Theory and the Achievement of Change = 1073
    • Critical Theory and Problem Resolution = 1074
    • The Nature of Practical Problems = 1075
    • Methodological Implications of a Problem Focus = 1077
    • Habermas as a Limited Dialogical Resource = 1078
    • Improving the Change Potential of Critical Theory = 1083
    • Resources for Problem-Based Dialogue = 1083
    • Cognitive Skills = 1083
    • Interpersonal Values and Skills = 1085
    • The Scale of the Problem = 1087
    • Critical Theory and the Creation of Common Interests = 1090
    • Conclusion = 1093
    • References = 1094
    • CHAPTER31 THE SOCIALLY JUST ALTERNATIVE TO THE 'SELF-MANAGING SCHOOL' = 1097
    • The Problem with the Self-Managing School = 1097
    • Canada = 1099
    • United Kingdom = 1102
    • United States of America = 1107
    • Australia = 1108
    • New Zealand = 1109
    • Self-Managing Schools that are More Just, Democratic and Equitable = 1110
    • Schools as Discursive Communities = 1111
    • Leadership: In Search of a Different Metaphor = 1120
    • Restoring 'Educative Leadership' to the Self-Managing School = 1126
    • Conclusion = 1128
    • References = 1129
    • Subject Index = 1133
    • Name Index = 1149