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Article
Publication date: 1 February 1963

DANIEL E. GRIFFITHS

The case method of teaching educational administration presents the student or class with a “chunk of reality” — a record of a complex problem situation to which no solution is…

102

Abstract

The case method of teaching educational administration presents the student or class with a “chunk of reality” — a record of a complex problem situation to which no solution is provided. The student must initially take the situation apart before it can be understood and a solution suggested. The method appears to be more firmly entrenched in educational administration now than it has ever been in the past. Further, its use appears to be so well accepted that one should look for a wider use in the future rather than any lessening in frequency. The use of the method has changed somewhat; there is now being introduced a structured approach to exist alongside of the permissive approach. Cases are now being filmed, and the filmed cases appear to have values which are not present in the written cases. Further, simulation techniques are being widely adopted in U.S. universities.

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Journal of Educational Administration, vol. 1 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1965

E.M. BRIDGES

In the past case studies have been viewed principally as instructional tools for developing particular skills. Consequently the cases have been limited to the “issue” and…

560

Abstract

In the past case studies have been viewed principally as instructional tools for developing particular skills. Consequently the cases have been limited to the “issue” and “descriptive” variety. In the future considerable attention should be given to the case study as a research tool. In this regard, “substantive” cases dealing with social science concepts or advanced field practices represent a fruitful area for case development. Cases of all types will need to have immediate relevance to the current problems of practitioners, to cover a wide range of problems, roles, organizational types and environments and to seek to advance knowledge in a systematic way. There is a need for the classification of available cases and for preparation of many more cases, especially of the substantive type, perhaps by graduate students in the universities.

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Journal of Educational Administration, vol. 3 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1978

J.A. RIFFEL

The study of educational administration is narrowly conceived and becoming moribund. It has come to his condition because of an overreliance on, and an uncritical acceptance of…

2372

Abstract

The study of educational administration is narrowly conceived and becoming moribund. It has come to his condition because of an overreliance on, and an uncritical acceptance of, structural‐functionalism as its world view and value freedom, objectivity and nomothetic analysis as the guiding principles of its inquiries. The recent phenomenological critique has focussed attention on these matters and has stimulated some debate. This debate is much needed and to be welcomed, for it opens new avenues for pursuing the study of educational administration, avenues which may prove to be more productive than those travelled during the last twenty five years.

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Journal of Educational Administration, vol. 16 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1967

ALAN F. BROWN

Research into educational organizations is usually concerned with one of two distinct connotations—investigation into the patterns of deploying teachers and pupils, as in team…

87

Abstract

Research into educational organizations is usually concerned with one of two distinct connotations—investigation into the patterns of deploying teachers and pupils, as in team teaching, or investigations into the nature of the organizations themselves. The latter approach has great promise for providing insights into administrative behaviour. The work of Katz and Kahn, Presthus and Carlson helps to provide such insights. Much attention is now being paid to the initiation of organizational change, especially as it affects the organizational climate. The results of a recent project in this area suggest that administrators who wish to change organizational climate may 1. “Thicken the mix” through freeing communication; 2. Sharpen perception through training in interpersonal awareness; S. Improve output by not tinkering with the statics of the organization.

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Journal of Educational Administration, vol. 5 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1982

SAMUEL H. POPPER

Despite a long‐time effort, at least since 1963, to enlarge the base of knowledge utilization in Educational Administration by drawing humanities content into preparation programs…

975

Abstract

Despite a long‐time effort, at least since 1963, to enlarge the base of knowledge utilization in Educational Administration by drawing humanities content into preparation programs for school administration, only modest progress has been made toward this end. A two‐fold explanation is offered. Most notably, it is argued, the practical value of the humanities in Educational Administration has not been projected persuasively in the discourse. The article herewith means to alter this condition and to generate a fresh momentum for blending humanities content with theoretical ideas which are central to school organization and administration.

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Journal of Educational Administration, vol. 20 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1977

EDDY J. VAN METER

A review is made of several efforts to describe the instructional emphasis and curricular content of courses relating to theory in educational administration. A summary is then…

997

Abstract

A review is made of several efforts to describe the instructional emphasis and curricular content of courses relating to theory in educational administration. A summary is then provided of the evolution and eventual discontinuance of one approach to the teaching of theory which has previously been cited in the literature. Finally, a course format initiated as a replacement for the aforementioned instructional approach is described, and the content of the new course is discussed in some detail. A thesis of the article is that by making explicit what is taught concerning theory in educational administration it is thereby possible to provide a greater impetus for an increased theoretical orientation within the discipline.

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Journal of Educational Administration, vol. 15 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1980

DAN E. INBAR

The classical dichotomy between success and failure is hardly applicable in the analysis of organisational behaviour, performance and outcomes in complex social roles, such as…

102

Abstract

The classical dichotomy between success and failure is hardly applicable in the analysis of organisational behaviour, performance and outcomes in complex social roles, such as those in education. A unique approach has to be developed. Hence, a threefold classification has been pursued here: unequivocal failure, “satisficing”, and unequivocal success. Although viewed as existing along a continuum, they are marked out by failure and success thresholds. Four basic role climates, transpiring from four basic failure‐success configurations, have been identified and analysed: “apathetic”, “frustrating”, “tense”, and “tranquil” role climates, from which preliminary hypotheses of organisational behaviour have been derived. Application of the analytical framework developed here was restricted to the school principal, a complex role, with many components which are characterised by different and often conflicting role climates. Tentative propositions relating to school principal role climates and organisational behaviour were postulated on the basis of this analytical framework.

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Journal of Educational Administration, vol. 18 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1966

This beautifully produced and exciting book is in the best sense a descriptive catalogue of the creative works of children in a small, all‐age country school in New Zealand. The…

45

Abstract

This beautifully produced and exciting book is in the best sense a descriptive catalogue of the creative works of children in a small, all‐age country school in New Zealand. The publishers, the designer (Mr. Roy Cowan), the author, and the children have combined to produce a book whose narrative is threaded with a rich and varied collection of illustrations. These include numerous black and white photographs, large and detailed, of the children at work and play, full‐colour reproductions of paintings, and a magnificent array of lino‐prints, in single colours. The book itself is a fitting testimony to the conception of education through the arts which Mr. Richardson evolved at Oruaiti School.

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Journal of Educational Administration, vol. 4 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1972

NAFTALY S. GLASMAN and G. ROGER SELL

The approach used here to the study of philsophical influences on educational administration is an examination of case studies of administrative decisions in educational…

159

Abstract

The approach used here to the study of philsophical influences on educational administration is an examination of case studies of administrative decisions in educational organizations where the decisions are considered as dependent variables, and the value and/or fact bases of the decisions are considered as independent variables. Nine such case studies are summarized. Decision‐making which deals with educational purpose is viewed as one significant area in educational administration where philosophical consideration can be studied. The study of correlations between administrative decisions and the value and factual bases should make contributions toward the prediction of administrative decisions. Additional significance of this study should focus on the development of strategies to influence or change administrative decisions.

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Journal of Educational Administration, vol. 10 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1981

CHRISTOPHER HODGKINSON

The state of contemporary theory in administration is contentious. This is most evident in the subset of educational administration where controversy rages as evidenced in the…

217

Abstract

The state of contemporary theory in administration is contentious. This is most evident in the subset of educational administration where controversy rages as evidenced in the Griffiths‐Greenfield debate and its variations. To some extent this argument can be understood through tendencies which Whitehead described as simplemindedness and muddleheadedness but at a more elementary and fundamental level the divergences of opinion can be traced to defects in conceptual mapping. One of these has to do with the taxonomy of administrative process. The article offers a brief listing and critique of attempts at process analysis and then suggests a version (P3M3) which would avoid errors of logical typing and which would allow for a more sophisticated and logically accurate treatment of the terrain. This postulates a non‐rigid and elisible sequence from philosophy through planning, politics, mobilization, and management to monitoring and evaluative feedback. Such a sequence is consistent with conventional wisdom on the politics‐administration and administration‐management distinctions but it affords the possibility for some clinical diagnosis of organizational pathology and for the re‐interpretation of administrative practice. In particular, the article draws attention to the match between the taxonomy and cognitive, value, and reality correlates. Cognitive correlates are based on the work of deBono while value and reality correlates are based on the work of the writer. An important implication of the logic is the peculiar significance of the “synapse” or connection between the fields of administration and management. Leadership would appear to be a function which occurs in mid‐cycle rather than in the Platonic or orthodox view which places it at the initiation of cyclic process.

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Journal of Educational Administration, vol. 19 no. 2
Type: Research Article
ISSN: 0957-8234

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