This text helps prospective and experienced principals, administrators, and supervisors increase their knowledge and skills through concepts, case-studies, and simulations. Part I presents important theoretical concepts and research findings that can improve educators’ problem-solving and leadership effectiveness. Part II consists of over 65 reality-based case studies, “In-Basket Exercises,” simulations, and role-plays to illustrate problems and issues. The case studies, simulations, and exercises stimulate class discussion and reflection on key issues facing today’s school administrator and offer guidelines for thoughtful problem-solving and resolution.
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Richard A. Gorton received his doctorate from Stanford University, majoring in school administration. His Bachelor’s Degree in Political Science and his Master’s Degree in Counseling and Guidance were conferred by the University of Iowa. Dr. Gorton’s school experience includes teaching, counseling and guidance, and administration. He was Department Chairperson and Professor of Administrative Leadership and Supervision at the University of Wisconsin at Milwaukee. He is currently a consultant with Gorton Associates in San Diego, California. A leader in state and national administrator orga-nizations, Dr. Gorton has collaborated on a national study of “the effective principal.” Because of his expertise and practical experience, he has frequently been called on as a consultant and workshop leader in the areas of teacher and administrator evaluation, in-service education, program evaluation, instructional supervision, student disciplinary problems, school-community relations, problem solving, and conflict resolution. Dr. Gorton has published two textbooks, two monographs, and over 100 articles, book reviews, and abstracts on a variety of topics related to educational administration and supervision, as well as education in general. Dr. Gorton’s other textbook for which he was senior author, School-Based Leadership. Challenges and Opportunities, is used in nu-merous university courses devoted to administrator preparation and by school districts for in-service education. He has also served as senior editor for The Ency-clopedia of School Administration and Supervision.
Judy A. Alston received her Ph.D. at the Pennsylvania State University, two master's degrees at the University of South Carolina, and her bachelor's degree in English from Winthrop College in Rock Hill, South Carolina. Prior to teaching in the academy, she was a high school English teacher/teacher-leader in the public school system in South Carolina. Currently Dr. Alston holds the positions of Associate Dean and Director of the Center for Education at Widener University in Chester, Pennsylvania. Prior to joining Widener, she served as the Chair of the Division of Educational Administration and Leadership Studies at Bowling Green State University. Her research foci include gender and educational leadership with a focus on black female school superintendents; urban education and educational leadership highlighting administrative reform in urban schools; diversity and educational leadership exploring how the intersections of class, race/ethnicity, gender, sexual diversity, and ability affect leaders, and spirituality and leadership. She is the author of numerous articles and book chapters in these areas of research, as well as the author of Multi-leadership in Urban Schools.
Petra E. Snowden, received her Ph.D. in Urban Education/Educational Administration from the University of Wisconsin-Milwaukee, where she also earned a Master of Science degree in German Literature and a Bachelor of Science degree in French, German, and Secondary Education. At present, Dr. Snowden is Director of the Ph.D. in Urban Services/Urban Education Concentration at Old Dominion University in Norfolk VA. She is past coordinator of the alternative Norfolk Public Schools and Old Dominion University principal preparation program, Principal Leadership for Urban Schools, Co- director of the Danforth Tidewater Principal Preparation program, Chair of the Department of Educational Leadership and Services, and Associate Professor of Educational Administration at Old Dominion University. She founded the Principal Center at Old Dominion University and served as assessor, coach, and mentor for the Tidewater NASSP/Assessment Center. Her research and writing interests focus on linkages between schools, universities, and community service agencies, particularly as these structures affect the lives of vulnerable children, youth , and adults, non traditional principal preparation, and mentoring. She remains active presenting at national conferences and providing professional development seminars within school settings on topics such as school board and superintendent roles and responsibilities, program evaluation, and planning. In addition, Dr. Snowden served as president of the Hampton Roads YWCA and is an advocate for urban and women's issues. She is the author of numerous articles related to the improvement of school practices and has spoken on a variety of topics pertaining to educational training in community organizations, the "School as a Care Provider," and school leadership. She is completing a multilingual book on the identification of abused children in schools from a multicultural perspective, and the appropriate actions to be taken by principals, counselors, and teachers.
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Book Description McGraw-Hill Humanities/Social Sciences/Languages. PAPERBACK. Book Condition: New. 0073010308. Bookseller Inventory # GHT6193MVRC061416H0013
Book Description McGraw-Hill Humanities/Social Sciences/Languages, 2006. Paperback. Book Condition: New. book. Bookseller Inventory # 0073010308
Book Description McGraw-Hill Humanities/Social Sciences/Languages, 2006. Book Condition: New. Brand New, Unread Copy in Perfect Condition. A+ Customer Service! Summary: PART I: MAJOR CONCEPTS IN ADMINISTRATION AND THE SOCIAL SCIENCES: CONCEPTUAL TOOLS FOR EFFECTIVE SCHOOL LEADERSHIP Introduction ISLLC Standard Chapter 1: Leadership Chapter 2: Decision Making Chapter 3: Authority, Power, and Influence Chapter 4: Communication Chapter 5: Conflict Management Chapter 6: Organizational Culture Chapter 7: School Improvement PART II: CASE STUDIES AND SIMULATIONS Chapter 8: Introduction to Clinical Materials and Learning Experiences Chapter 9: Beginning Challenges 1. Preparing for the Job Search 2. From Teacher to Administrator 3. The New Principal (In-Basket Activities) 4. The New Assistant Principal (In-Basket Activities) 5. Resentment over Appointment 6. Why Does a Woman Need to Act Like a Man? 7. Gimme That Old-Time Discipline 8. Is Being Busy Necessarily Productive? Chapter 10: Student Problems 9. School Yard Dangers 10. The Underachiever 11. What Should Be the Role of the Student Newspaper? 12. A Complex Discipline Problem 13. The Drop-Out Problem (Simulation Exercise) 14. Students Can't Take Pressure Any Longer 15. An Issue of Morals and Priorities 16. "Zero Tolerance" for Weapons in Schools 17. Student Drug Problem at Washington School 18. Do Extreme Times Call for Radical Action? (A Leaderless Group Activity) 19. A Different Kind of "Drug" Problem Chapter 11: Administrator-Staff Relationships 20. Teacher Selection 21. Problems of a Beginning Teacher 22. Faculty Teamwork 23. Who Needs Lesson Plans? 24. Conflict Over Teacher Citizenship Rights 25. Faculty Dissatisfaction and Low Morale 26. Teacher Files a Grievance 27. Teacher Reacts Negatively to Personnel Evaluation 28. Faculty Slowdown 29. Do Women Have Power? 30. Collaboration Woes Chapter 12: School-Community Relations 31. Curriculum Unit Upsets Parents 32. Communication and Constructed Reality 33. Parental Apathy 34. Wanted: A Plan for Improving Parental and Community Involvement 35. The School-Community Web 36. Developing Student Talent 37. A New Role for the Parents' Organization 38. How Much Should Parents Be Told? 39. Administrator-Press Relations 40. Public Relations: What's Really Important? 41. Censorship? Or Parents' Rights? 42. Financial Crisis! Chapter 13: Role and Organizational Problems 43. Principal's Mid-Year Problems and Priorities (In-Basket Activities) 44. Principal's End-of-the Year Problems and Priorities (In-Basket Activities) 45. Principal's Dilemma 46. Principal's Personal Conduct Results in Possible Suspension 47. Intra-Organizational Role Conflict 48. Supervisor-Principal Relationship 49. The Superintendent and the New School Board Members 50. Administrator Evaluation Chapter 14: Social Justice Issues 51. Can Total School Integration Be Achieved? 52. Minority Parents Are Dissatisfied with Integration 53. We Want Neighborhood Schools, Too! 54. Metropolitan Integration 55. Parents Detect Racial Disparity 56. Teacher Difficulty in a Multicultural Climate 57. Matter of What? 58. Do (Should?) We Treat Them All Alike? 59. Ideas on IDEA (Individuals with Disabilities Act) 60. Student Formed Gay-Straight Alliance 61. Inclusion of Special Needs Students Chapter 15: Problems of Change 62. Teacher Tries to Individualize Instruction 63. Effective Schools: How Do We Get There From Here? (A Group Activity) 64. Planning for Improvement 65. School-Based Management 66. Restructuring Staff Evaluation and Supervision 67. Changing the Role of the Building Principal 68. In-Service or Disservice Education? Part I 69. In-Service or Disservice Education? Part II 70. School Choice 71. School District Chips Away. Bookseller Inventory # ABE_book_new_0073010308
Book Description McGraw-Hill Humanities/Social Sciences/Languages, 2006. Paperback. Book Condition: New. 7. Bookseller Inventory # DADAX0073010308
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97800730103041.0
Book Description McGraw-Hill Humanities/Social, 2006. Paperback. Book Condition: New. Bookseller Inventory # P110073010308
Book Description McGraw-Hill Humanities/Social Sciences/Languages. PAPERBACK. Book Condition: New. 0073010308 New Condition. Bookseller Inventory # NEW4.0032144