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Article
Publication date: 1 April 2005

John L. Keedy

The purpose of this paper is to contribute to the international debate over the university as the service provider for school administrator preparation programs from the United…

1715

Abstract

Purpose

The purpose of this paper is to contribute to the international debate over the university as the service provider for school administrator preparation programs from the United States perspective.

Design/methodology/approach

The author's approach is that of using historical analysis in developing a conceptual position: the author argues that the university professoriate in the United States now has little choice but to heal the historic rift between theory and practice if it wants to survive this current ideological era characterized by accountability for public schools to improve student outcomes and by the competitive marketplace.

Findings

The author's analysis consists of four separate explications. He first explains the genesis of the schism between theory and practice endemic to all professional schools: 19th century Positivism and early 20th century Technical Rationality. Second, he points out that the university, which traditionally protected education administration programs from constituency attacks, can no longer do so in large part because the field's weak knowledge base is perceived by many reformers and practitioners alike as counter‐productive to improving schooling's core technology: teaching and learning. Third, based primarily upon the work of Culbertson, Willower, and Schon, the author draws on over a century's rich counter tradition to the forces of Positivism and Technical Rationality in advocating that practitioners should develop and test their own theories of practice.

Practical implications

The last explication infers the practical value to this concept paper.

Originality/value

The author suggests how professors can exploit the university's institutional advantages in adopting practitioner‐developed theories in practice as a curricular centerpiece.

Details

Journal of Educational Administration, vol. 43 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 May 1997

John L. Keedy and Charles M. Achilles

States that research on school restructuring provides little evidence that teacher‐student‐principal relationships are changing. Staffs may be confusing structural thinking…

1592

Abstract

States that research on school restructuring provides little evidence that teacher‐student‐principal relationships are changing. Staffs may be confusing structural thinking (adopting and implementing organization structures such as shared governance, co‐operative learning groups, teacher‐student advisories) with normative thinking (reconceptualizing how norms characterizing ideal relationships among teachers, principals, and students can be supported and developed through organization structures). Argues that normative thinking requires staffs to reflect critically about their schools as workplaces but that US schools have not been reflective workplaces. As a vehicle for this normative thinking, suggests school‐site constructed theories in practice, which have two steps: critical inquiry and monitoring the change progress. Makes three policy suggestions based on the need for staffs to theorize about their practice: an action research role for professors; a caveat about prescribing only measurable outcomes for administrator preparation programmes; and time for teacher‐leader and principal reflection on their practice.

Details

Journal of Educational Administration, vol. 35 no. 2
Type: Research Article
ISSN: 0957-8234

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Available. Content available
Article
Publication date: 20 March 2009

64

Abstract

Details

Journal of Educational Administration, vol. 47 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 22 March 2011

514

Abstract

Details

Journal of Educational Administration, vol. 49 no. 2
Type: Research Article
ISSN: 0957-8234

Abstract

Details

Documents related to John Maynard Keynes, institutionalism at Chicago & Frank H. Knight
Type: Book
ISBN: 978-1-78350-061-1

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Article
Publication date: 1 August 2001

Y.L. Jack Lam

In contrast to those of the earlier decades, recent school changes and educational reforms in developed countries are not governed by ideologies originated from specific social or…

2024

Abstract

In contrast to those of the earlier decades, recent school changes and educational reforms in developed countries are not governed by ideologies originated from specific social or national contexts, attempting to address unique specific interests or educational concerns. Rather, the universal “economic rationalism” is contended to be the primary driving force shaping the nature and spirit of the global educational reforms. In support of this conviction, reform literature prepared by scholars from America, Canada, England and Australia is examined. By identifying some common threads extracted from diverse articles, a general model is woven, linking rationalistic principles such as efficiency, productivity and accountability with various formats of reforms. Specific objectives include cost‐reduction, higher rate of social return, more reliable and comparable outcome assessment and greater market (public) control. Public educators should realign themselves to this paradigm shift if they are to retain their professional leadership in a more turbulent environment.

Details

Journal of Educational Administration, vol. 39 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 August 2016

Kimberly Jamison and Jennifer Clayton

The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their…

1746

Abstract

Purpose

The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences.

Design/methodology/approach

For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences.

Findings

The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor.

Originality/value

The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.

Details

Journal of Educational Administration, vol. 54 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 10 August 2010

Pierre Hadaya and Robert Pellerin

The purpose of this paper is to measure the influence of two categories of determinants – those tied to the characteristics of the organization and those tied to the…

1810

Abstract

Purpose

The purpose of this paper is to measure the influence of two categories of determinants – those tied to the characteristics of the organization and those tied to the characteristics of its supply chain relationships – on construction firms' use of web‐based interorganizational information systems (IOISs) to support interorganizational processes with their key suppliers.

Design/methodology/approach

Empirical evidence is gathered through an electronic survey conducted with 67 senior managers of Canadian construction companies.

Findings

Findings indicate that both categories of determinants strongly influence each of the facets of construction firms' use of web‐based IOISs to support interorganizational processes with their key suppliers. Findings also indicate that the two facets of the use of web‐based IOISs to support collaborative processes are influenced by the same characteristics of supply chain relationships while the use of both types of web‐based IOISs are not influenced by the same characteristics of the supply chain relationships.

Practical implications

This study shows construction managers that a supply chain approach may facilitate firms' adoption of IT to support their interorganizational processes with their suppliers. This research also exposes practitioners to the different ways web‐based IOISs can be used by construction firms to support their relationship with suppliers and emphasizes the need for managers to consider the characteristics of their supply chain relationships and not only technological factors while developing and implementing their web‐based IOISs strategy.

Originality/value

This study is amongst the few empirical studies on the use of information technology to support supply chain processes between construction companies and their suppliers. By proposing an approach to web‐based IOISs measurement comprising five facets, this research also makes a theoretical contribution to the field of IOISs.

Details

Supply Chain Management: An International Journal, vol. 15 no. 5
Type: Research Article
ISSN: 1359-8546

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Article
Publication date: 1 October 1995

Eddy A. Haynes and Joseph W. Licata

Viewing school principals as street‐level bureaucrats, creativeinsubordination is the implementation of policies and programmes at theschool level in a way that fits the…

833

Abstract

Viewing school principals as street‐level bureaucrats, creative insubordination is the implementation of policies and programmes at the school level in a way that fits the principal′s values, philosophy, and goals. Focuses on school principals′ use of creative insubordination in relationships with the central office, their professional beliefs about discretion, perceptions of role conflict, and their locus of control. Creative insubordination was most frequent among veteran principals who value on‐the‐job competence over completion of degrees and certificates and are thought to be instructional leaders by central office supervisors. Social protection from negative sanctions from central office seemed to be associated with principals′ ability to show that their insubordination was justifiable in terms of the needs of their school, teachers or students.

Details

Journal of Educational Administration, vol. 33 no. 4
Type: Research Article
ISSN: 0957-8234

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