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| Preface | ||
| Acknowledgements | ||
| Introduction | ||
| Ch. 1 | Recent Developments in Educational Administration | 1 |
| Ch. 2 | Educational Administration as Science: A Postpositivist Proposal | 14 |
| Ch. 3 | Towards Coherence in Administrative Theory | 29 |
| Ch. 4 | Educational Organizations as Systems | 41 |
| Ch. 5 | Schooling, Organizational Learning and Efficiency in the Growth of Knowledge | 57 |
| Ch. 6 | Leadership and Learning: From Transformational Leadership to Organizational Learning | 71 |
| Ch. 7 | Policy Analysis: Practical Reason or Empirical Science? | 87 |
| Ch. 8 | Administrative Decision-Making as Pattern Processing | 104 |
| Ch. 9 | Educating the Brain | 115 |
| Ch. 10 | On Theory in Educational Administration: Beyond Greenfield's Subjectivism | 129 |
| Ch. 11 | Cognition, Values and Organizational Structure: Hodgkinson in Perspective | 142 |
| Ch. 12 | What Price Democracy? An Examination of Arrow's Impossibility Theorem in Educational Decision-Making | 154 |
| Ch. 13 | Explaining and Improving Educational Administration | 165 |
| Ch. 14 | The Salvation of Educational Administration: Better Science or Alternatives to Science | 176 |
| Ch. 15 | On Knowing: Cultural and Critical Approaches to Educational Administration | 189 |
| Ch. 16 | The Epistemological Axiology of Evers and Lakomski: Some Un-Quinean Quibblings | 199 |
| Ch. 17 | Response to Commentaries | 211 |
| Ch. 18 | Three Dogmas of Materialist Pragmatism: A Critique of a Recent Attempt to Provide a Science of Educational Administration | 215 |
| Ch. 19 | Three Dogmas: A Rejoinder | 238 |
| Ch. 20 | Knowledge, Certainty and Openness in Educational Administration | 247 |
| Ch. 21 | Response to Barlosky: Methodological Reflections on Postmodernism | 262 |
| Ch. 22 | A Rejoinder to Evers and Lakomski | 271 |
| Conclusion: Doing Educational Administration - Preliminary Reflections on a Theory of Practice | 279 | |
| Author Index | 286 | |
| Subject Index | 289 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Craig Reimer
reviewed Exploring Educational Administration on February 19, 2016
Exploring Educational Administration
This is a pretty dry read, but the info is useful. The authors advocate for longer school days to bring such benefits as increased arts and language instruction, longer class periods for in-depth study, and tutoring to improve students' proficiency.
For society in general, it would be awesome if kids had more time for learning skills and were kept off the streets/out of trouble for more hours of the day. Personally, though, I'd like less institutionalized school time for my children, allowing more time for learning alone, having family fun, and just being creative.
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