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| Administrative Advice | p. xiii |
| Pro/Con Debates | p. xv |
| Forward | p. xvi |
| Preface | p. xvii |
| The Authors | p. xiv |
| Fundamental Principles and Concepts | p. 1 |
| Development of Administrative Theory | p. 2 |
| Theory | p. 2 |
| Classical Organizational Theory | p. 5 |
| Human Relations Approach | p. 8 |
| Behavioral Science Approach | p. 10 |
| Development of Administrative Thought | p. 14 |
| Systems Theory | p. 14 |
| Organizational Structure | p. 24 |
| Basic Concepts of Organizational Structure | p. 24 |
| The Bureaucratic Model | p. 27 |
| The Participatory Management Model | p. 30 |
| Alternative Models of Organizational Structure | p. 42 |
| The School as a Social System | p. 52 |
| Organizational Culture | p. 59 |
| The Nature of Organizational Culture | p. 59 |
| Developing, Maintaining, and Changing Organizational Culture | p. 62 |
| Effects of Organizational Culture | p. 67 |
| Organizational Climate | p. 73 |
| Administrative Processes | p. 87 |
| Motivation | p. 88 |
| Defining Motivation | p. 88 |
| Content Theories | p. 90 |
| Process Theories | p. 100 |
| Leadership | p. 112 |
| The Nature of Leadership | p. 112 |
| Leader Traits | p. 117 |
| Leadership Behavior | p. 124 |
| Contingency Leadership | p. 130 |
| Leadership Styles | p. 139 |
| Other Contemporary Perspectives | p. 148 |
| Decision Making | p. 155 |
| The Nature of Decision Making | p. 155 |
| Models of Decision Making | p. 156 |
| Benefits of Site-Based Decision Making | p. 166 |
| Problems in Site-Based Decision Making | p. 169 |
| Site-Based Decision-Making Techniques | p. 172 |
| Communication | p. 180 |
| The Importance of Communication | p. 180 |
| The Communication Process | p. 181 |
| Nonverbal Communication | p. 183 |
| Direction of Communication | p. 185 |
| Communication Networks | p. 189 |
| Barriers to Communication | p. 194 |
| Overcoming Barriers to Communication | p. 199 |
| Organizational Change | p. 206 |
| Schools as Open Systems | p. 207 |
| Pressures for Organizational Change | p. 208 |
| Resistance to Change | p. 211 |
| Individual Approaches to Change | p. 216 |
| Group Approaches to Change | p. 225 |
| The Structural Framework for Education | p. 235 |
| The Federal and State Government and Education | p. 236 |
| The Federal Role in Education | p. 236 |
| Changing Roles in the Federal Government and Education | p. 237 |
| Congressional Influence on Education | p. 242 |
| Federal Programs and Activities in Education | p. 243 |
| National Reform of Education | p. 252 |
| State Government and Education | p. 261 |
| State Education Agencies | p. 268 |
| State Reform Movements | p. 272 |
| Guidelines for Reform | p. 278 |
| Local School Districts | p. 284 |
| Local School Policy | p. 284 |
| Organization of School Districts | p. 285 |
| Local School Boards | p. 295 |
| The School Superintendent | p. 305 |
| The Central Staff | p. 320 |
| The Principal and the School | p. 326 |
| School Finance and Productivity | p. 348 |
| Education and Economics | p. 348 |
| Tax Sources of School Revenues | p. 350 |
| Local Financing of Public Schools | p. 351 |
| State Financing of Public Schools | p. 355 |
| State Financial Responsibility | p. 359 |
| School Effectiveness and Productivity | p. 363 |
| School Finance Trends | p. 370 |
| Environmental Hazards | p. 374 |
| School Infrastructure Costs | p. 380 |
| Financing School Construction | p. 383 |
| International Comparisons of Education Spending | p. 385 |
| Legal Considerations and Education | p. 390 |
| Legal Framework for Public Education | p. 390 |
| The Law and Professional Personnel | p. 394 |
| The Law and Students | p. 407 |
| The Law and State Issues | p. 419 |
| Administration of Programs and Services | p. 431 |
| Curriculum Development and Implementation | p. 432 |
| Curriculum Definitions and Approaches | p. 433 |
| Curriculum Development | p. 440 |
| Components of Curriculum Development | p. 448 |
| The Roles of the Curriculum Worker | p. 453 |
| How Implementation Occurs | p. 457 |
| Implementation as a Change Process | p. 462 |
| Analyzing and Improving Teaching | p. 474 |
| Review of the Research on Teaching | p. 475 |
| Teacher Styles | p. 476 |
| Teacher Interaction | p. 477 |
| Teacher Characteristics | p. 483 |
| Teacher Effects | p. 485 |
| Teacher Contexts: New Research, New Paradigms | p. 490 |
| Helping the Beginning Teacher | p. 497 |
| Support from Colleagues for Beginning Teachers | p. 500 |
| Self-Evaluation | p. 503 |
| Reflection | p. 505 |
| Alternative Forms of Teacher Evaluation | p. 506 |
| Supervisory Evaluation and Assistance | p. 507 |
| Staff Development and Technology | p. 510 |
| Human Resource Management | p. 517 |
| The Human Resource Management Process | p. 517 |
| Human Resource Planning | p. 518 |
| Recruitment | p. 525 |
| Selection | p. 529 |
| Training and Development | p. 537 |
| Performance Appraisal | p. 539 |
| Compensation | p. 545 |
| Union-Management Relations | p. 548 |
| Careers in Educational Administration | p. 560 |
| The Concept of Career | p. 560 |
| Career Stages | p. 561 |
| Managing Career Stress | p. 565 |
| Career Development | p. 570 |
| Administrator Preparation Programs | p. 575 |
| Women and Minorities in Educational Administration | p. 579 |
| Name Index | p. 589 |
| Subject Index | p. 599 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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