Organizational behavior in education: leadership and school reform
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 10 ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XX, 377 S. |
| ISBN: | 9780137017461 0137017464 |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS PREFAEE XIII EDUEATIONAL LEADERSHIP POLIEY STANDARDS FOR 2008
XV ISLLC FUNETIONS BY CHAPTER XVIII CHAPTER 1 IN SEARCH OF AVISION 1
CRITICAL INCIDENT: THE VISION TOR SOUTH SHORE HIGH SCHOOL ASSUMPTIONS,
BELIEFS, BEHAVIORS 2 THE NATURE OF SCIENTIFIC PROGRESS 5 IMPACT OF
BEHAVIORAL SCIENCE 8 PSYCHOANALYTIC PSYCHOLOGY 9 SOCIOLOGICAL AND
PSYCHOLOGICAL POINTS OF VIEW 10 COGNITIVE PSYCHOLOGY 10 SOCIAL
PSYCHOLOGY 11 SCHOOLS AS EDUCATIVE ORGANIZATIONS 13 ORGANIZATIONAL
THEORY 14 THEORY DEFINED AND DESCRIBED 14 TWO MAJOR PERSPECTIVES ON
EDUCATIONAL ORGANIZATIONS 14 THE RELEVANCE TO SCHOOL LEADERSHIP TODAY 22
VISION AND EDUCATIONAL LEADERSHIP 23 THE NO CHILD LEFT BEHIND ACT OF
2001 23 RESEARCH IN EDUCATION 24 THE FRAMINGHAM HEART STUDY 25 THE
TENNESSEE STAR STUDY 26 RESEARCH AND NCLB 27 LEADERSHIP AS COACHING 29
COACHING AS A METHOD OF TEACHING 29 CONCLUSION 30 * REFLEETIVE
AETIVITIES 32 * SUGGESTED READING 32 CHAPTER 2 GUIDING CONCEPTS OF
PRACTICE 33 CRITICALLNCIDENT: CONTROVERSY AT THE PRINCIPALS MEETING 33
TWO PRINCIPAL SOURCES OF CONFLICT 35 THE GREAT DEBATE : TRADITIONAL
VERSUS PROGRESSIVE EDUCATION 35 THE BEGINNINGS OF THE GREAT EDUCATIONAL
DEBATE 36 THE BACKLASH OF THE 1950S 38 THE NEOPROGRESSIVES EMERGE IN THE
1960S 39 THE CONTEMPORARY DEBATE ON SCHOOLING 40 A PARADIGM SHIFT IN
EDUCATION 43 A PASSION FOR EQUALITY 44 THE TRADITIONAL PARADIGM OF
INTELLIGENCE 44 A NEW PARADIGM OF INTELLIGENCE-OR THE LAKE WOBEGON
SYNDROME? 46 MULTIPLE INTELLIGENCES THEORY 47 GARDNER S MULTIPLE
INTELLIGENCES THEORY (MIT) 49 PERKINS S LEARNABLE INTELLIGENCE THEORY 51
SMART SCHOOLS 52 EMOTIONALLNTELLIGENCE 53 SUSTAINABILITY: THE DEBATE
CONTINUES 54 THEORY OF ACTION 55 THEORY OF PRACTICE 58 THE GAME PLAN: A
COACHING METAPHOR 59 CONCLUSION 60 * REFLECTIVE ACTIVITIES 60 *
SUGGESTED READING 61 CHAPTER 3 MAINSTREAMS OF ORGANIZATIONAL THOUGHT 63
CRITICAL INCIDENT: A PHILOSOPHICAL DISAGREEMENT ON ADMINISTRATION 63
ORGANIZATIONAL BEHAVIOR 64 ORGANIZATION AND BEHAVIOR 65 WHY STUDY
ORGANIZATIONAL BEHAVIOR? 66 IMPACT OF THE INDUSTRIAL REVOLUTION 67
FREDERICK W. TAYLOR AND SCIENTIFIC MANAGEMENT 67 THE BEGINNING OF MODERN
ORGANIZATIONAL THEORY 68 EMERGENCE OF BUREAUCRATIC ORGANIZATIONAL THEORY
69 THE RISE OF C1ASSICALORGANIZATIONAL THEORY 70 SCIENTIFIC MANAGEMENT
VE~SUS C1ASSICALORGANIZATIONAL THEORY 71 ORGANIZATIONAL CONCEPTS OF
C1ASSICALTHEORY 72 C1ASSICALAND NEOCLASSICAL ADMINISTRATIVE CONCEPTS 73
THE HUMAN RELATIONS MOVEMENT 73 THE WESTERN ELECTRIC STUDIES 74
SOCIOMETRY 75 BEHAVIOR PATTERNS IN GROUPS 75 LEADERSHIP AS A GROUP
FUNCTION 76 THE PARADOX OF ORGANIZATIONAL STRUCTURE 77 THE
ORGANIZATIONAL THEORY MOVEMENT 78 HUMAN RELATIONS AND ORGANIZATIONAL
BEHAVIOR 80 CONCLUSION 82 * REFLECTIVE ACTIVITIES 83 * SUGGESTED READING
83 CHAPTER 4 ORGANIZATIONAL THEORY 84 CRITICAL INCIDENT: A TALE OF TWO
PRINCIPALS 84 ORGANIZATIONAL STRUCTURE AND PEOPLE 85 GENERAL SYSTEMS
THEORY 86 SODAL SYSTEMS THEORY 87 ROLE THEORY 90 ROLE CONFLICT 91 ROLE
AMBIGUITY 91 ROLE SET 92 FUNCTIONAL ROLES IN THE GROUP 94 ROLE.RELATED
TO SODAL SYSTEMS THEORY 95 EQUILIBRIUM 98 HOMEOSTASIS 99 FEEDBACK 99
SOCIOTECHNICAL SYSTEMS THEORY 100 CONTINGENCY THEORY 102 RATIONAL
PLANNING MODELS 104 OPEN SYSTEM RELATED TO CONTINGENCY THEORY 106
RESPONSE TO TECHNOLOGICAL CHANGE 106 INTERACTION WITH THE EXTERNAL
ENVIRONMENT 107 CONTINGENCY THEORY AND ORGANIZATIONAL BEHAVIOR IN
SCHOOLS 108 CONCLUSION 109 * REFLECTIVE ACTIVITIES 110 * SUGGESTED
READING 110 CHAPTER 5 THE HUMAN DIMENSION OF ORGANIZATION 112
CRITICALLNCIDENT: TURNING MADISON HIGH AROUND 112 RECONCEPTUALIZING THE
NATURE OF ORGANIZATIONS 114 A NEW PARADIGM OF ORGANIZATIONAL THEORY 116
RISE OF QUALITATIVE RESEARCH METHODS 117 EDUCATIONAL ORGANIZATIONS AS
LOOSELY COUPLED SYSTEMS 118 EDUCATIONAL ORGANIZATIONS AS DUAL SYSTEMS
119 BUILDING HUMAN CAPITAL 121 HUMAN RESOURCES AS ASSETS 122
ORGANIZATIONAL CULTURE AS A BEARER OF AUTHORITY 126 FIVE BASIC
ASSUMPTIONS OF EFFECTIVE SCHOOLS 127 PROFESSIONAL DEVELOPMENT 130
CONC/USION 131 THE EFFORT TO CREATE AN ADMINISTRATIVE SCIENCE 131
CENTRALITY OF THE HUMAN DIMENSION OF ORGANIZATION 132 WHERE WE ARE AND
WHERE WE ARE GOING 133 REFLECTIVE ACTIVITIES 133 * SUGGESTED READING 134
CHAPTER 6 ORGANIZATIONAL CULTURE AND ORGANIZATIONAL CLIMATE 135
CRITICALLNCIDENT: TWO SCHOOLS-TWO DIFFERENT CULTURES 135 HUMAN RESOURCES
DEVELOPMENT 136 DEFINING AND DESCRIBING ORGANIZATIONAL CULTURE AND
CLIMATE 137 RESEARCH ON ORGANIZATIONAL CULTURE 140 ORGANIZATIONAL
CULTURE AND ORGANIZATIONAL C1IMATE COMPARED AND CONTRASTED 142
SPECIFYING WHAT ORGANIZATIONAL CULTURE IS 143 HOW ORGANIZATIONAL CULTURE
IS CREATED 144 SYMBOLISM AND CULTURE 145 ORGANIZATIONAL C1IMATE 146 THE
AFFECTIVE ASPECTS OF CULTURE AND C1IMATE 147 MULTIPLE CULTURES 147 HOW
ORGANIZATIONAL CLIMATE IS CREATED 148 GROUP NORMS 149 PERSON-ENVIRONMENT
INTERACTION 150 CONCEPT OF BEHAVIOR SETTI NGS 151 THE
INTERACTION-INFLUENCE SYSTEM 152 DESCRIBING AND ASSESSING ORGANIZATIONAL
CULTURE IN SCHOOLS 153 RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE AND
ORGANIZATIONAL EFFECTIVENESS 153 CAUSE AND EFFECT 154 FOUR MANAGEMENT
SYSTEMS 156 CONC/USION 161 * REFLECTIVE ACTIVITIES 162 * SUGGESTED
READING 163 CHAPTER 7 ORGANIZATIONAL CHANGE 165 CRITICALLNCIDENT: THE
MAN FOR THE JOB! 165 SCHOOL REFORM AND CHANGE 170 POWER RELATIONSHIPS
AND SCHOOL RESTRUCTURING 170 AIMS OF EDUCATIONAL REFORM 171 THE
TRADITION OF CHANGE IN AMERICAN EDUCATION 172 NATURAL DIFFUSION
PROCESSES 172 PLANNED, MANAGED DIFFUSION 173 THREE STRATEGIES OF PLANNED
CHANGE 174 EMPIRICAL-RATIONAL STRATEGIES OF CHANGE 174 POWER-COERCIVE
STRATEGIES OF CHANGE 177 NORMATIVE-REEDUCATIVE OR ORGANIZATIONAL
SELF-RENEWAL STRATEGIES 178 RESEARCH ON THE EFFECTIVENESS OF
ORGANIZATIONAL DEVELOPMENT 189 TWO EMERGING QUESTIONS 192 CAN THE
SCHOOLS DO IT ALONE? 192 IS SCHOOL REFORM ENOUGH? 194 CONCLUSION 194 *
REFLECTIVE ACTIVITIES 196 * SUGGESTED READING 197 CHAPTER 8 LEADERSHIP
198 CRITICALLNCIDENT: LEADERSHIP AT NORTH RIVER MIDDLE SCHOOL 198
ADAPTIVE LEADERSHIP 199 LEADERSHIP AND MANAGEMENT 200 POWER AND
LEADERSHIP 201 LEADERSHIP DIFFERENT FROM COMMAND 202 POWER DEFINED 203
TWO-FACTOR LEADERSHIP THEORY ABANDONED 204 LEADERSHIP AS A RELATIONSHIP
WITH FOLLOWERS 206 YOUR UNDERSTANDING OF HUMAN NATURE IS CRITICAL 207
TRANSFORMATIONAL LEADERSHIP 208 TRANSFORMATIONAL LEADERSHIP COMPARED AND
CONTRASTED WITH TRANSACTIONAL LEADERSHIP 208 MORAL LEADERSHIP 209 A
PROGRESSION 209 A PROCESS OF GROWTH AND DEVELOPMENT 209 LEADERSHIP AND
VISION 210 WHOSE VISION IS IT ANYWAY? 211 MANIPULATION AND EMPOWERMENT
213 CRITICAL THEORY 213 IMPORTANT CONCEPTS ABOUT LEADERSHIP FOR THE
EDUCATIONAL LEADER 214 DISTRIBUTED LEADERSHIP 214 PROFESSIONAL LEARNING
COMMUNITIES AND PARENTALLNVOLVEMENT 214 SUSTAINABLE LEADERSHIP 217
CONC/USION 220 * REFLECTIVE ACTIVITIES 221 * SUGGESTED READING 221
CHAPTER 9 DECISION MAKING 224 CRITICALLNCIDENT: DECIDING HOW TO DECIDE
224 INDIVIDUAL VERSUS ORGANIZATIONAL DECISION MAKING 226 RATIONALITY IN
DECISION MAKING 227 RATIONAL DECISION-MAKING MODELS 229 LIMITS ON
RATIONALITY IN DECISION MAKING 230 THE GAP BETWEEN THEORY AND PRACTICE
231 FIVE LEADERSHIP STYLES 231 SEVEN SITUATION ISSUES 232
DECISION-PROCESS FLOWCHART 232 THE NATURE OF MANAGERIAL AND
ADMINISTRATIVE WORK 234 HOW ADMINISTRATORS THINK 236 THE INFLUENCE OF
ORGANIZATIONAL CULTURE ON DECISION MAKING 238 CLOSING THE GAP BETWEEN
THEORY AND PRACTICE 239 THEORY OF PRACTICE 240 HUMAN RESOURCES
DEVELOPMENT 240 PARTICIPATIVE DECISION MAKING 241 PARTICIPATIVE DECISION
MAKING AND EMPOWERMENT 242 PARTICIPATIVE OR DEMOCRATIC? 244 AN EXPLICIT
DECISION-MAKING PROCESS 245 WHO IDENTIFIES THE PROBLEM? 246 EMERGENT AND
DISCRETE PROBLEMS 246 WHO SHOULD PARTICIPATE? 247 DESIRE OF INDIVIDUALS
TO PARTICIPATE 248 TEAM ADMINISTRATION 249 PARTICIPATION REQUIRES HIGH
LEVEL OF SKILLS 250 PARADIGMS FOR COLLABORATIVE DECISION MAKING 251
TOTAL TEAMWORK SYSTEM (TIS) 253 CONCLUSION 255 * REFLECTIVE ACTIVITIES
256 * SUGGESTED READING 258 CHAPTER 10 CONFLICT IN ORGANIZATIONS 259
CRITICALLNCIDENT: CONFLICT IN THE FIRST-GRADE TEAM 259 THE NATURE OF
CONFLICT IN ORGANIZATIONS 260 DEFINITION OF CONFLICT 260 268 269 269 270
CONFLICT DIFFERENT FROM ATTACKS 261 CONTEMPORARY VIEWS OF CONFLICT 261
EFFECTS OF ORGANIZATIONAL CONFLICT 262 THE CRITERION: ORGANIZATIONAL
PERFORMANCE 263 THE DYNAMICS OF ORGANIZATIONAL CONFLICT 264 HOSTILITY
264 A CONTINGENCY VIEW 265 A PROCESS VIEW OF CONFLICT 265 A STRUCTURAL
VIEW OF CONFLICT 266 AN OPEN-SYSTEMS VIEW OF CONFLICT APPROACHES TO
ORGANIZATIONAL CONFLICT THE WIN-LOSE ORIENTATION TO CONFLICT A
CONTINGENCY APPROACH TO CONFLICT DIAGNOSING CONFLICT 270 A CONTINGENCY
APPROACH TO THE DIAGNOSIS OF CONFLICT CONCLUSION 275 * REFLECTIVE
ACTIVITIES 276 * READING 279 272 SUGGESTED CHAPTER 11 MOTIVATION 280
CRITICALLNCIDENT: CHANGES AT WASHINGTON HIGH SCHOOL 280 THE MEANING AND
PATTERNS OF MOTIVATION 281 FIRST PATTERN: DIRECTION IN MAKING CHOICES
281 5ECOND PATTERN: PERSISTENCE 282 THIRD PATTERN: INTENSITY 282 THE
EXTRINSIC-INTRINSIC DEBATE 283 EXTRINSIC, OR BEHAVIORIST, VIEWS 283
INTRINSIC VIEWS OF MOTIVATION 283 INDIVIDUAL AND GROUP MOTIVATION 284
THE WESTERN ELECTRIC 5TUDIES REVISITED 284 THE ILLUMINATION 5TUDIES 284
THE RELAY INSPECTION GROUP 5TUDIES 285 CENTRAL FINDINGS OF THE 5TUDIES
286 IMPACT OF THE 5TUDIES 286 CONTEMPORARY VIEWS OF THE WESTERN ELECTRIC
5TUDIES 287 INDIVIDUAL DIFFERENCES 287 IN PRAISE OF DIVERSITY 288
ARCHETYPES 289 HUMAN INTELLIGENCE 289 TEMPERAMENT AND ORGANIZATIONAL
BEHAVIOR 290 THE FOUR PSYCHOLOGICAL TYPES 290 THE MYERS-BRIGGS TYPE
INDICATOR (MBTI) 291 FINAL THOUGHTS ON TEMPERAMENT AND ORGANIZATIONAL
BEHAVIOR 293 INTRINSIC MOTIVATION 294 COGNITIVE VIEWS OF MOTIVATION 294
THE HUMANISTIC PERSPECTIVE 299 CONCLUSION: GENERAL PRINCIPLES 309 *
REFLECTIVE ACTIVITIES 310 * SUGGESTED READING 310 CHAPTER 12 SCHOOL
REFORM 312 CRITICALLNCIDENT: DISTRICT TEST SCORES DECLINE ONCE AGAIN 312
MARKET-BASED SCHOOL REFORM 313 ORIGIN OF MARKET-BASED REFORMS 314
ECONOMIC THEORY AND SCHOOL REFORM 316 SCHOOL REFORM AS INVESTMENT
OPPORTUNITY 318 CURRENT STATUS OF CHARTER SCHOOLS 320 VOUCHERS 324
PRIVATIZATION IN HIGHER EDUCATION 325 STANDARDS-BASED SCHOOL REFORM 326
HAVE HIGHER STANDARDS WORKED? 329 WHOLE-SCHOOL REFORM 332 INCREASING
SCHOOL AUTONOMY 332 SUPPORT FOR SCHOOL LEADERS 335 RESEARCH SUPPORT FOR
CSRMODELS 336 RESPONSE TO INTERVENTION (RTI) 338 TEACHER EDUCATION AND
SCHOOL REFORM 339 NATIONAL NETWORK FOR EDUCATIONAL RENEWAL (NNER) 340
THE AMERICAN COUNCIL ON EDUCATION INITIATIVE 340 THE FLEXNER REPORT ON
MEDICAL EDUCATION AS PRECEDENT 341 A BROADER, BOLDER APPROACH TO
EDUCATION 341 CONCLUSION 342 * REFLECTIVE ACTIVITIES 343 * SUGGESTED
READING 343 NOTES 345 GLOSSARY 367 NAME INDEX 371 SUBJECT INDEX 375
|
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| discipline | Pädagogik |
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| id | DE-604.BV036508409 |
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| isbn | 9780137017461 0137017464 |
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| spelling | Owens, Robert G. Verfasser aut Organizational behavior in education leadership and school reform Robert G. Owens, Thomas C. Valesky 10 ed. Boston ; Munich [u.a.] Pearson 2011 XX, 377 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index School management and organization United States Organizational behavior Schulverwaltung (DE-588)4053588-5 gnd rswk-swf Schulleitung (DE-588)4053524-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulleitung (DE-588)4053524-1 s Schulverwaltung (DE-588)4053588-5 s DE-604 Valesky, Thomas C. Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020430673&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Owens, Robert G. Valesky, Thomas C. Organizational behavior in education leadership and school reform School management and organization United States Organizational behavior Schulverwaltung (DE-588)4053588-5 gnd Schulleitung (DE-588)4053524-1 gnd |
| subject_GND | (DE-588)4053588-5 (DE-588)4053524-1 (DE-588)4078704-7 |
| title | Organizational behavior in education leadership and school reform |
| title_auth | Organizational behavior in education leadership and school reform |
| title_exact_search | Organizational behavior in education leadership and school reform |
| title_full | Organizational behavior in education leadership and school reform Robert G. Owens, Thomas C. Valesky |
| title_fullStr | Organizational behavior in education leadership and school reform Robert G. Owens, Thomas C. Valesky |
| title_full_unstemmed | Organizational behavior in education leadership and school reform Robert G. Owens, Thomas C. Valesky |
| title_short | Organizational behavior in education |
| title_sort | organizational behavior in education leadership and school reform |
| title_sub | leadership and school reform |
| topic | School management and organization United States Organizational behavior Schulverwaltung (DE-588)4053588-5 gnd Schulleitung (DE-588)4053524-1 gnd |
| topic_facet | School management and organization United States Organizational behavior Schulverwaltung Schulleitung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020430673&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT owensrobertg organizationalbehaviorineducationleadershipandschoolreform AT valeskythomasc organizationalbehaviorineducationleadershipandschoolreform |