Theory and Research in Educational Administration

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Wayne K. Hoy, Cecil G. Miskel
IAP, 2002 - Education - 202 pages
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This volume presents a range of research and perspectives dedicated to advancing understanding of schools through empirical study and theoretical analysis. The eight chapters are: (1) "Organizational Learning in High-Stakes Accountability Environments: Lessons from an Urban School District" (Helen M. Marks and Susan M. Printy); (2) "Sources of Victory, Seeds of Defeat: Linking Enactment Politics and Implementation Developments" (Donna Redmond Jones and Betty Malen); (3) "Interest Groups in National Reading Policy: Perceived Influence and Beliefs on Teaching Reading" (Mengli Song and Cecil G. Miskel); (4) "Bridging and Buffering Parent Involvement in Schools: Managing Exchanges of Social and Cultural Resources" (Rodney T. Ogawa and Susan Clark Studer); (5) "Teachers' Work and Instructional Management, Part I: Alternative Views of the Task of Teaching" (Brian Rowan); (6) "Teachers' Work and Instructional Management, Part II: Does Organic Management Promote Expert Teaching?" (Brian Rowan); (7) "Collective Efficacy and School Organization: A Multilevel Analysis of Teacher Influence in Schools" (Roger D. Goddard); and (8) "A Test of a Model of School Achievement in Rural Schools: The Significance of Collective Efficacy" (Wayne K. Hoy, Page A. Smith, and Scott R. Sweetland). Each chapter concludes with a bibliography. (RT)
 

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Contents

III
1
IV
41
V
77
VI
97
VII
129
VIII
151
IX
169
X
185
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About the author (2002)

Wayne K. Hoy, former chair of the department of educational administration, associate dean of academic affairs, and distinguished professor at Rutgers University, is now the Novice Fawcett Chair in Educational Administration at The Ohio State University. Professor Hoy received his B. A. from Lock Haven State College in 1959 and his D. Ed. from The Pennsylvania State University in 1965. His primary research interests are theory and research in administration, the sociology of organizations, and the social psychology of administration. In 1973, he received the Lindback Foundation Award for Distinguished Teaching from Rutgers University; in 1987, he was given the Alumni Award for Professional Research from the Graduate School of Education; in 1991, he received the Excellence in Education Award from The Pennsylvania State University; and in 1992, he was given the Meritorious Research Award from the Eastern Educational Research Association. He is past secretary-treasurer of the National Conference of Professors of Educational Administration (NCPEA) and is past president of the University Council for Educational Administration (UCEA). He currently serves on the editorial boards of the Educational Administration Quarterly, Journal of Educational Administration, the McGill Journal of Education, and the Journal of Research and Development in Education. Professor Hoy is coauthor with Professors D. J. Willower and T. L. Eidell of The School and Pupil Control Ideology (1967), with Patrick Forsyth of Effective Supervision: Theory into Practice (1986), and with John Tarter and Robert Kottkamp, Open Schools-Healthy Schools: Measuring Organizational Climate (1991). He has been described by the Australian Institute of Educational Administration as one of "the world's most widely read authors in the field of Educational Administration." Professor Hoy has written more than a hundred books, articles, chapters, and papers. His most recent books are Administrators Solving the Problems of Practice, (Allyn & Bacon, 1995) with C. J. Tarter; The Road to Open and Healthy Schools (Corwin, 1997) with C. J. Tarter; Quality Middle Schools (Corwin, 1998) with Dennis Sabo.

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