The principalship : a reflective practice perspective

목차 (Table of Contents)

• CONTENTS
• Preface = ⅸ
• PART Ⅰ Toward a New Theory = 1
• 1 Views of the Principal's Job = 3
• Ideal Conceptions of the Principalship = 4
• Appendix 1-1 Time Log of a High School Principal = 18
• Appendix 1-2 A Day in the Life of an Urban Elementary Principal = 22
• 2 The Nature of Reflective Practice in the Principalship = 29
• Mindscapes of Practice = 30
• Reflective Practice: The Paradigm of the Scruffies = 32
• The Importance of Craft Knowledge = 33
• The Importance of Theoretical Knowledge = 34
• 3 Toward a New Theory of Management for the Principalship = 37
• Changing Mindscapes = 37
• The Limits of Traditional Management Theory = 41
• Toward a New Theory = 45
• Controlling Events or Probabilities? = 52
• The New Theory and School Organization = 57
• The Language of Theory = 58
• 4 The School as a Moral Community = 63
• The Community Metaphor = 66
• A Theory of Community = 67
• The Importance of Relationships = 69
• The Pattern Variables = 72
• Finding the Right Balance = 73
• Implications for School Management and Leadership = 74
• Appendix 4-1 Profiles of Community: Assessing Organizational and Community Values = 76
• PART Ⅱ Providing Leadership = 81
• 5 The Forces of Leadership and the Culture of Schools = 83
• The Forces of Leadership = 84
• The Dynamic Aspects of School Culture = 94
• Appendix 5-1 Frances Hedges and Orchard Park Elementary School = 100
• Appendix 5-2 A Primer on School Culture = 106
• 6 The Stages of Leadership: A Developmental View = 113
• Leadership for Competence and Leadership for Excellence = 114
• The Stages of Leadership = 117
• Operationalizing Charismatic Leadership = 122
• Idea-Based Leadership = 126
• 7 Becoming a Community of Leaders = 129
• Practical Issues = 130
• New Leadership Values for the Principalship = 131
• PART Ⅲ Building Community = 143
• 8 Characteristics of Successful Schools = 145
• Effectiveness and School Success = 146
• How Researchers Identify Effective Schools = 149
• Characteristics of Successful Schools = 150
• 9 Becoming a Community of Mind = 157
• The Importance of Goals = 158
• The Legacy of Economics = 161
• Purposing Is the Lynchpin = 163
• Is Outcomes-Based Education a Model? = 169
• Both Discipline and Discretion are Key = 170
• Redefining the Outcomes-Based Movement = 173
• Providing the Necessary Leadership = 173
• Appendix 9-1 Assumptions about Learning and Knowledge = 179
• 10 Teaching, Learning, and Community = 184
• Comparing the Theories = 184
• Implications for Supervision = 187
• Research on "Effective Teaching" = 187
• Process-Product Research = 188
• The New Research = 189
• Teaching Understanding = 190
• The Classroom as Learning Community = 191
• Authentic Learning = 191
• An Integrated View = 192
• Manager and Executive Roles of Teaching = 194
• Mediator and Leader Roles of Teaching = 195
• Getting Started = 198
• Appendix 10-1 Suggestions for Organizing = 199
• Appendix 10-2 Planning and Organizing in a Learning Community = 201
• PART Ⅳ The Development of Human Resources = 205
• 11 Teacher Development and Supervision = 207
• Training Models = 209
• Professional Development Models = 210
• Renewal Models = 211
• Teacher Development and Types of Teacher Competence = 212
• Reflecting on Supervision = 212
• Supervision and Evaluation = 214
• 12 Options for Supervision = 224
• Clinical Supervision as an Option = 224
• Collegial Supervision = 230
• Self-Directed Supervision = 231
• Informal Supervision = 232
• Inquiry-Based Supervision = 233
• Differentiated Supervision and the Contingency View = 234
• Helping Teachers to Achieve Goals = 243
• Appendix 12-1 Teacher Evaluation = 246
• 13 Motivation, Commitment, and the Teacher's Workplace = 249
• Problems and Contradictions in Policy and Practice 249
• Using Motivation Theory and Research to Inform Practice = 256
• Women as a Special Case = 262
• The Power of Beliefs = 263
• Appendix 13-1 Factors Contributing to Dissatisfaction in Teaching = 266
• Appendix 13-2 Studying the Climate of Your School = 269
• Appendix 13-3 Quality of Work Life in Teaching Scoring Form = 277
• 14 The Change Process = 278
• More than Adoption, More than Implementation = 278
• The "One-Best-Way" Problem = 280
• A Systems View of Change = 280
• Leadership for School Improvement = 288
• Some Ethical Questions = 291
• The Change Facilitating Team = 292
• The Meaning of Educational Change = 293
• Appendix 14-1 Change Facilitator Styles Inventory = 298
• PART Ⅴ The Moral Dimension = 305
• 15 Administering as a Moral Craft = 307
• The Heart, Head, and Hand of Leadership = 307
• The Moral Imperative = 308
• Normative Rationality = 312
• Followership Is the Goal = 313
• The Challenge of Leadership = 314
• Building the Character of Your School = 315
• A Commitment to Democratic Values = 316
• A Personal Note = 318
• Index = 323