The SAGE Handbook of School Organization

1. Auflage 2018
ISBN: 978-1-5264-2066-4
Verlag: SAGE Publications Ltd

Buch, Englisch, 752 Seiten, HC gerader Rücken kaschiert, Format (B × H): 175 mm x 250 mm, Gewicht: 2080 g

The SAGE Handbook of School Organization provides a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights school and system organisational structure, processes and dynamics coupled with insights into important theoretical foundations from diverse perspectives.



This volume is designed to provide a much-needed, critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organisations operate.

Autoren/Hrsg.

Connolly, Michael

Eddy-Spicer, David Henning

James, Chris

Kruse, Sharon

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Chapter 1: Introduction to the handbook - Michael Connolly, David Eddy-Spicer, Chris James & Sharon Kruse
Part 1: Schools as organizations
Chapter 2: Organizations, organizing, and schools: Accessing Theoretical Tools and Models in Organization Theory - Bob L. Johnson Jr.
Chapter 3: Historical Perspectives on Schools as Organizations - Daniel L. Duke
Part 2: The leadership, management and governance of schools as organizations
Chapter 4: Conceptions of the leadership and management of schools as organizations - Tony Bush
Chapter 5: Managing the School Organization - Stephen L. Jacobson
Chapter 6: Competing Narratives of Leadership in Schools: The Institutional and Discursive Turns in Organizational Theory - Gary L. Anderson& Ethan Chang
Chapter 7: Governing and Governance of Schools as Organizations - Catherine Farrell
Part 3: Theoretical perspectives on schools as organizations
Chapter 8: Structural perspectives on schools as organizations - Scott C. Bauer & S. David Brazer
Chapter 9: Too Legit to Quit: Institutional Perspectives on the Study of Schools as Organizations - Ebony N. Bridwell-Mitchell
Chapter 10: School Organisation: Authority, Status and the Role of Love as an Integrative Power - Philip A. Woods
Chapter 11: Organizational Culture in Schools: A Review of Widely Misunderstood Concept - Michael Connolly & Sharon D. Kruse
Chapter 12: Inter-Organizational Networks in Education - Priscilla Wohlstetter & Angela Gargaro Lyle
Chapter 13: Feelings, moods, and emotion in schools: Affective perspectives - Izhak Berkovich & Ori Eyal
Chapter 14: Boundary perspectives on schools as organizations - David H. Eddy-Spicer & Chris James
Chapter 15: Systems Thinking in School Organization - Chen Schechter & Haim Shaked
Chapter 16: The Interactional Nature of Schools as Social Organizations: Three Theoretical Perspectives - Peter Sleegers, Nienke Moolenaar & Alan J. Daly
Chapter 17: School Effectiveness and School Organization - Jaap Scheerens
Chapter 18: Inequality in Education: What Educators Can and Cannot Change - Kathleen Lynch
Chapter 19: Theorising schools as organisations from a feminist perspective - Jill Blackmore
Chapter 20: Queer theory perspectives on schools as organizations - Katherine Cumings Mansfield
Part 4: Organizing in Schools
Chapter 21: Organizing in schools: A matter of trust - Megan Tschannen-Moran
Chapter 22: Understanding schools as organisations and the role of organised teachers: Perspectives on teachers' work and teacher unions - Howard Stevenson
Chapter 23: Schools as organizations: Accountability concerns - Melanie Ehren
Chapter 24: Organizational performance metrics for schools - Daniel Muijs
Chapter 25: National and transnational influences on school organization - Chen Yong Tan & Clive Dimmock
Chapter 26: Decision-making and the school organization - Stephanie Chitpin & Colin W. Evers
Chapter 27: Lesson Study: Curriculum Management for 21st Century Skills - Eric C.K. Cheng & John Chi-kin Lee
Chapter 28: Beyond Ritualized Rationality: Organizational Dynamics of Instructionally-Focused Continuous Improvement - Donald J. Peurach, William R. Penuel & Jennifer Lin Russell
Chapter 29: Parental Involvement in Schools as Organizations: Examining Consistent Benefits, Persistent Challenges, and Emerging Issues - Julie W. Dallavis & Mark Berends
Chapter 30: Assembling schools as organisations: On the limits and contradictions of neoliberalism - Andrew Wilkins
Chapter 31: The digital age: Exploring the relationship between technology and schools organization - Vincent Cho, Virginia Snodgrass Rangel, Anna Noble
Chapter 32: School-to-School Collaboration: Building collective capacity through collaborative enquiry - Christopher Chapman
Chapter 33: Achieving Education for All: Organizational Issues in African Primary Schools - Daniel N. Sifuna
Chapter 34: The School Building as Organizational Agent: Leveraging Physical Learning Environments to Advance the Educational Enterprise - Pamela Woolner and Cynthia L. Uline
Part 5: Researching schools as organizations
Chapter 35: Defining Schools as Social Spaces: A Social Network Approach to Researching Schools as Organizations - Joelle Rodway & Alan J. Daly
Chapter 36: Research use in schools: Theory and Evidence - A framework for understanding research use in school-level decision making - Alice Huguet, Lok-Sze Wong, Christopher W. Harrison, Cynthia E. Coburn, & James P. Spillane
Chapter 37: Practitioner research in schools as organizations - Andrew Townsend
Chapter 38: Critical issues for the study of school improvement: Contributions from a research program in Chile - Cristian Bellei, Liliana Morawietz, Juan Pablo Valenzuela & Xavier Vann
Chapter 39: Design-Based School Improvement and Research for Education Leaders - Rick Mintrop, Elizabeth Zumpe, & Mahua Baral
Chapter 40: Summary and reflections - Michael Connolly, David H. Eddy-Spicer, Chris James & Sharon Kruse

Über Autor(innen)

Kruse, Sharon
Dr. Sharon D. Kruse is Academic Director and Professor at Washington State University- Vancouver. Her scholarship broadly addresses two concerns, (1) to help teachers and school leaders better understand the key role leadership plays in schools and (2) to explore how education is currently structured and influenced by social and organizational complexity. Kruse’s work focuses on understanding how schools can be better places for the children who attend them and the teachers who work in them. By focusing on the ways issues are framed, decisions are made and problems are identified she seeks to understand how schools can better educate and meet the needs of students. Kruse has served as a project level evaluator for six Teaching American Historygrants, and PI for evaluation of the Ohio Department of Education Supplemental Educational Services program. Kruse’s expertise in qualitative methods, developing interview and focus group protocols, data collection and analysis tools and interpretation contributes to the growing body of knowledge concerning organizational practices and outcome measures. Her recent publications include Building Strong School Cultures (with Karen Seashore Louis, 2009), Decision making for educational leaders: Under-examined dimensions and issues (with Bob L. Johnson Jr. 2009). She co-edits the Journal of Research on Leadership Education with Gordon Gates.

WSU link: https://education.wsu.edu/sharon-kruse/

James, Chris
Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches and teaches educational leadership, management and governance. During his career, Chris has published over 100 journal articles/book chapters and written 15 books/major reports. His research interests include the organizational dynamics of schools and colleges as institutions and in particular: leadership influence; the importance of management; the affective aspects of organizing in schools, the organizational complexity of schools as institutions; and the way people make their surroundings. Chris also researches the governing and governance of educational institutions and directs the Governing and Governance in Education Research Programme at the University of Bath. In the last seven years, he has completed nine research projects on the governing and governance of educational institutions.

Eddy-Spicer, David Henning
David H. Eddy-Spicer is an Associate Professor in the Department of Leadership, Foundations and Social Policy at the Curry School of Education, University of Virginia. He holds a doctorate from the Harvard Graduate School of Education and has served on the faculties of the University of Bath, UK, and the UCL Institute of Education, London. His primary research interest focuses on the development of collective capacity for continuous improvement in struggling schools through interorganizational connections. He has expertise in program evaluation, case study research, realist synthesis, and the design and evaluation of professional learning environments. He has published in a number of peer-reviewed journals, including the Journal of Educational Change; Educational Management Administration and Leadership; Mind, Culture and Activity; Pedagogies; and Language and Education and has authored or co-authored 8 book chapters and over 40 text and multimedia case studies of professional learning and organizational change in the public sector.

Connolly, Michael
Michael Connolly is Emeritus Professor of Public Policy and Management, University of South Wales, UK, as a Visiting Professor of Education and Policy, University of Bath, UK. In addition, he is a Fellow of the Learned Society of Wales. Professor Connolly has published a number of books, chapter in books and articles on education policy and management, learning in Higher Education as well as papers on public policy in Northern Ireland. Michael has been a co-editor of Pubic Money and Management, book editor of Public Administration and a member of number of editorial Boards for a range of academic journals. His research interests include education policy and management and the role of local government and local services.