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The editors of this book maintain that discussions of a knowledge base in educational administration have typically been limited to a fairly traditional range of scholarly commentary reflective of the status quo within departments of educational administration over the past several decades.  Other views, such as feminist views, race\/ethnic-based orientations, those that dispute the very idea of a knowledge base, and those that simply expand the traditional range, have been given little attention within the knowledge-base discourse. 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Drawing on the literature of the field as well as personal experience, Cuban recognizes the enduring structural relationship within school organizations inherited by teachers, principals, and superintendents, and calls for a renewal of their sense of common purpose regarding the role of schooling in a democratic society.  Cuban analyzes the dominant images (moral and technical), roles (instructional, managerial, and political), and contexts (classroom, school, and district) within which teachers, principals, and superintendents have worked over the last century.  He concludes that when these powerful images and roles are wedded to the structural conditions in which schooling occurs, \"managerial behavior\" results, thus narrowing the potential for more thoughtful, effective, and appropriate leadership.  Cuban then turns to consider this situation with respect to the contemporary movement for school reform, identifying significant concerns both for policymakers and practitioners.  This honest, thought-provoking book by a leading scholar, writer, and practitioner in the field represents an invaluable resource—an insightful introduction for those just entering the field and a fresh, new perspective for those long-familiar with its complexities.  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This book provides a more comprehensive discussion of collaborative school efforts than any other single source currently available. Specifically, multiple disciplinary perspectives are presented, addressing the complexity or \"promises and pitfalls\" of school collaboration efforts. The book is organized in terms of major considerations in school collaboration initiatives-the organizational structure; the change process; inter-agency and intra-school collaborative efforts; and implications for instruction, leadership, and leadership preparation. Also, the book informs the design of educator preparation programs emphasizing collaborative schools and cross-disciplinary teaching.  The chapters address many issues regarding school collaboration, such as which organizational structures will enhance collaborative efforts; which change processes are important in building school collaboration; the costs (in effort, energy, time, or other resources) of collaborating with other external agencies; how teachers' work can be redesigned to enhance collaboration between teachers and the anticipated outcomes for teachers and students; how educators can overcome their separate role socializations to build collaborative work relationships within schools; and the implications of school collaboration for teaching and learning, school leadership, and leadership preparation. 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Mentoring also provides a meaningful challenge for experienced successful teachers.  As more districts begin to implement mentoring and induction programs, they will need information and models to answer basic questions regarding how mentors are selected and how schools can provide training and support to all personnel involved in such programs. This book provides an overview of the induction into teaching and mentoring processes, describes five effective school-based models, and reports the results of a large-scale study of those elements found to be most helpful by experienced mentor teachers.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":53213200810257,"sku":"NLS9780791411360","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780791411360.jpg?v=1772753526"},{"product_id":"coordination-among-schools-families-and-communities-book-james-g-cibulka-9780791428580","title":"Coordination Among Schools, Families, and Communities","description":"Addresses a relatively new emphasis in the educational reform movement, the attempt to improve linkages between schools, families, and communities in the delivery of support services to children.  Improving the connection among schools, families, and communities has emerged as a recent focus of the education reform movement posing many challenges for educators, social service professionals, community activists, and parents. This book provides information on the diverse goals of the coordinated services movement and the problems of reconciling competing goals within the movement. The political environment surrounding coordinated services reforms is discussed, including efforts to scale-back the scope of \"the welfare state.\"  Different models of coordination are presented, such as Kentucky's Family Resource Centers, the Nation of Tomorrow project in Chicago, a community-school coalition in Philadelphia, community youth organizations, and programs for the homeless as well as organizational and management issues surrounding coordination drawn from programs throughout the United States and Canada.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":53213316350225,"sku":"NLS9780791428580","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780791428580.jpg?v=1772754297"},{"product_id":"educational-leadership-in-an-age-of-accountability-book-daniel-l-duke-9780791456750","title":"Educational Leadership in an Age of Accountability","description":"Using Virginia as a case study, examines the role that educational leaders play in the implementation of statewide accountability plans.  The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":53213397516561,"sku":"NLS9780791456750","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780791456750.jpg?v=1772754688"},{"product_id":"educational-leadership-in-an-age-of-accountability-book-daniel-l-duke-9780791456767","title":"Educational Leadership in an Age of Accountability","description":"Using Virginia as a case study, examines the role that educational leaders play in the implementation of statewide accountability plans.  The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. 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The book focuses on how Fairfax has addressed a variety of challenges, beginning with explosive enrollment growth in the 1950s and continuing with desegregation, enrollment decline, economic uncertainty, demands for special programs, and intense politicization. Today, Fairfax, like many suburbs across the country, looks increasingly like an urban school system, with rising poverty, large numbers of recent immigrants, and constant pressure from an assortment of special interest groups. While many school systems facing similar developments have experienced a drop in performance, Fairfax students continue to raise their achievement. Daniel L. 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