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Organizational Behavior in Education: Adaptive Leadership And School Reform,9780205486366
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Organizational Behavior in Education: Adaptive Leadership And School Reform

by ;
Edition:
9th
ISBN13:

9780205486366

ISBN10:
0205486363
Format:
Hardcover
Pub. Date:
1/1/2007
Publisher(s):
Allyn & Bacon
List Price: $134.66
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Summary

"This text is the one text I have used that students consistently like reading and make complimentary remarks about in the course evaluation." Lora Knutson, Governorrs"s State University The Ninth Edition of Organizational Behavior in Education relates the study of educational leadership to the challenge of how leaders can participate effectively in school reform. Throughout the text, readers are challenged to develop and act on a game plan for implementing school reform. Issues arising from the No Child Left Behind Act of 2001 receive major emphasis in this edition. As with earlier editions, Owens and Valesky continue to examine aspects of organizational behavior such as organizational culture, diversity, leadership, motivation, change, conflict, and decision making while maintaining high standards of scholarship and a lucid, readily accessible writing style. New to This Edition New coverage of important leadership perspectives such as emotional intelligence (Daniel Goleman), cognitive science, and the moral imperative (Michael Fullan), as well as the writings of noted scholars such as Deborah Meier, Howard Gardner, and William Ouchi have been added to keep this text current with the latest thinking. Both a chart showing how this text thoroughly covers Interstate School Leaders Licensure Consortium (ISLLC) standards and chapter opening ISLLC connections to learning objectives have been integrated to readily highlight how this text matches these critical standards. Revised end-of-chapter exercises and new suggested projects for students supplement the practical applications of this text. All research and references have been meticulously updated to provide the most current and useful information to readers. A new Test Bank and new PowerPoint Presentation are available online to adopters by contacting your local representative. Package this text with [Insert MyLabSchool Logo]a powerful set of online tools that bring the classroom to life! Visit www.mylabschool.com for more information!

Table of Contents

Preface xv
The ISLLC Standards for School Leaders xvii
In Search of a Paradigm
1(37)
ISLLC Standards
2(2)
Assumptions, Beliefs, Behaviors
4(1)
Modernist and Structuralist Thought
5(2)
Postmodernism and Poststructuralism
7(3)
The Nature of Scientific Progress
10(5)
Psychology
15(5)
Behaviorism
16(1)
Psychoanalytic Psychology
17(1)
Cognitive Psychology
18(1)
Social Psychology
19(1)
Sociological and Psychological Points of View
20(2)
The Relevance to School Leadership Today
22(2)
The No Child Left Behind Act of 2001
24(3)
Research Methods in Education
27(4)
Leadership as Coaching
31(3)
The ISLLC Standards for School Leaders
31(2)
Coaching as a Method of Teaching
33(1)
Conclusion
34(1)
Reflective Activities
35(1)
Suggested Reading
36(2)
Toward a Theory of Practice
38(40)
ISLLC Standards
39(3)
Two Principal Sources of Conflict
42(5)
The ``Great Debate'': Traditional versus Progressive Education
42(1)
The Beginnings of the Great Educational Debate
43(2)
The Backlash of the 1950s
45(2)
The Neoprogressives Emerge in the 1960s
47(1)
The Contemporary Debate on Schooling
47(5)
A Paradigm Shift in Education
52(6)
A Passion for Equality
53(1)
The Traditional Paradigm of Intelligence
53(2)
The Bell Curve
55(2)
A New Paradigm of Intelligence or the Lake Wobegon Syndrome?
57(1)
Multiple Intelligences Theory
58(8)
Gardner's Multiple Intelligences Theory (MIT)
60(2)
Perkins's Learnable Intelligence Theory
62(2)
Smart Schools
64(1)
Emotional Intelligence
65(1)
The Debate Continues
66(4)
The National ``Summit Meetings'' on Educational Standards
68(2)
Theory of Action
70(3)
Theory of Practice
73(2)
The Game Plan: A Coaching Metaphor
75(1)
Conclusion
76(1)
Reflective Activities
76(1)
Suggested Reading
77(1)
Mainstreams of Organizational Thought
78(30)
ISLLC Standards
79(1)
Organizational Behavior
80(2)
Organization and Behavior
82(1)
Why Study Organizational Behavior?
82(1)
Why Study the History of Organizational Behavior?
83(1)
Why Study Theory?
84(1)
Public Administration as a Beginning
85(1)
Impact of the Industrial Revolution
86(4)
Frederick W. Taylor and Scientific Management
87(1)
The Beginning of Modern Organizational Theory
88(1)
Emergence of Bureaucratic Organizational Theory
89(1)
The Rise of Classical Organizational Theory
90(5)
Scientific Management versus Classical Organizational Theory
91(1)
Organizational Concepts of Classical Theory
92(2)
The Ideas of Mary Parker Follett
94(1)
Classical and Neoclassical Administrative Concepts
95(1)
The Human Relations Movement
95(5)
The Western Electric Studies
96(4)
The Organizational Theory Movement
100(5)
Human Relations and Organizational Behavior
102(3)
Conclusion
105(1)
Reflective Activities
106(1)
Suggested Reading
107(1)
Organizational Theory in the Modern Period
108(49)
ISLLC Standards
109(3)
Organizational Theory
112(1)
Theory Defined and Described
112(1)
Two Major Perspectives on Educational Organizations
112(6)
Bureaucratic Views
113(4)
Top-Down School Reform Persists
117(1)
Human Resources Development Views
117(1)
Theory X and Theory Y
118(5)
Organizational Structure and People
123(1)
General Systems Theory
124(2)
Basic Concepts of System
124(2)
Social Systems Theory
126(4)
A Contextual Approach
126(4)
Role Theory
130(6)
Functional Roles in the Group
135(1)
Role Related to Social Systems Theory
136(7)
Equilibrium
139(3)
Homeostasis
142(1)
Feedback
142(1)
Sociotechnical Systems Theory
143(2)
Contingency Theory
145(8)
Rational Planning Models
147(2)
Open System Related to Contingency Theory
149(1)
Response to Technological Change
150(1)
Interaction with the External Environment
150(2)
Contingency Theory and Organizational Behavior in Schools
152(1)
Conclusion
153(2)
Reflective Activities
155(1)
Suggested Reading
155(2)
The Human Dimension of Organization
157(24)
ISLLC Standards
158(2)
Reconceptualizing the Nature of Organizations
160(2)
A New Paradigm of Organizational Theory
162(1)
Rise of Qualitative Research Methods
163(5)
Educational Organizations as Loosely Coupled Systems
165(1)
Educational Organizations as Dual Systems
166(2)
Building Human Capital
168(4)
Human Resources as Assets
170(1)
Organizational Culture as a Bearer of Authority
171(1)
Five Basic Assumptions of Effective Schools
172(3)
Turmoil in School Reform
175(1)
Three Approaches to School Reform
175(1)
Conclusion
176(3)
The Effort to Create an Administrative Science
177(1)
Centrality of the Human Dimension of Organization
177(1)
Where We Are and Where We Are Going
178(1)
Reflective Activities
179(1)
Suggested Reading
180(1)
Organizational Culture and Organizational Climate
181(43)
ISLLC Standards
182(4)
Human Resources Development
186(9)
Defining and Describing Organizational Culture and Climate
187(3)
Research on Organizational Culture
190(2)
Organizational Culture and Organizational Climate Compared and Contrasted
192(3)
How Organizational Culture Is Created
195(5)
Symbolism and Culture
195(2)
Organizational Climate
197(1)
The Affective Aspects of Culture and Climate
198(1)
Multiple Cultures
198(2)
How Organizational Climate Is Created
200(5)
Group Norms
201(1)
Person-Environment Interaction
201(2)
Concept of Behavior Settings
203(2)
Describing and Assessing Organizational Culture in Schools
205(1)
Relationship between Organizational Culture and Organizational Effectiveness
205(5)
Cause and Effect
206(1)
The Problem of Measuring School Effectiveness
207(3)
Describing and Assessing Organizational Climate in Schools
210(5)
Organizational Climate Description Questionnaire (OCDQ)
211(1)
Organizational Climate Index [OCI]
212(3)
Four Management Systems
215(5)
Conclusion
220(1)
Reflective Activities
221(1)
Suggested Reading
222(2)
Organizational Change
224(43)
ISLLC Standards
225(6)
School Reform and Change
231(3)
Power Relationships and School Restructuring
232(1)
Aims of Educational Reform
233(1)
The Tradition of Change in American Education
234(2)
Natural Diffusion Processes
234(1)
Sociological Views of Diffusion
235(1)
Planned, Managed Diffusion
235(1)
Three Strategies of Planned Change
236(1)
Empirical-Rational Strategies of Change
236(5)
Research, Development, and Diffusion (R, D, and D)
237(1)
The ``Agricultural Model''
238(1)
Assumptions and Implications of KPU Approaches to Change
239(1)
Other Empirical-Rational Strategies
240(1)
Power-Coercive Strategies of Change
241(1)
Normative-Reeducative or Organizational Self-Renewal Strategies
242(18)
The Rand Study of Federal Programs Supporting Educational Change
242(3)
A Normative-Reeducative Strategy
245(1)
Organizational Health
245(1)
Organizational Self-Renewal
246(1)
The Learning Organization
247(8)
A Sociotechnical View
255(1)
Force-Field Analysis
256(4)
Research on the Effectiveness of OD
260(3)
Conclusion
263(2)
Reflective Activities
265(1)
Suggested Reading
266(1)
Adaptive Leadership
267(27)
ISLLC Standards
268(2)
Adaptive Leadership
270(1)
Power and Leadership
271(4)
Leadership Different from Command
272(1)
Power Defined
273(2)
Leadership Defined
275(1)
Two-Factor Leadership Theory Abandoned
275(2)
Leadership as a Relationship with Followers
277(3)
Your Understanding of Human Nature Is Critical
279(1)
Bureaucratic View of Leadership
280(1)
Transforming Leadership
280(6)
Transforming Leadership Compared and Contrasted with Transactional Leadership
281(1)
Moral Leadership
281(1)
A Progression
282(1)
A Process of Growth and Development
282(1)
Leadership and Vision
283(1)
Whose Vision Is It, Anyway?
284(2)
Manipulation and Empowerment
286(1)
Critical Theory
286(1)
Leadership and Management
287(3)
Empowerment and Leadership
288(1)
A Moral or Ethical Problem
289(1)
Conclusion
290(1)
Reflective Activities
291(1)
Suggested Reading
292(2)
Decision Making
294(40)
ISLLC Standards
295(3)
Individual versus Organizational Decision Making
298(2)
Rationality in Decision Making
300(3)
Rational Decision-Making Models
301(2)
Limits on Rationality in Decision Making
303(11)
The Gap between Theory and Practice
304(1)
Five Leadership Styles
304(1)
Seven Situation Issues
305(1)
Decision-Process Flowchart
305(2)
The Nature of Managerial and Administrative Work
307(2)
How Administrators Think
309(3)
The Influence of Organizational Culture on Decision Making
312(2)
Closing the Gap between Theory and Practice
314(1)
Theory of Practice
314(2)
Human Resources Development
314(2)
Participative Decision Making
316(3)
Participative Decision Making and Empowerment
317(2)
Participative or Democratic?
319(6)
An Explicit Decision-Making Process
320(2)
Who Identifies the Problem?
322(1)
Emergent and Discrete Problems
322(1)
Who would Participate?
323(1)
Desire of Individuals to Participate
324(1)
Team Administration
325(2)
Participation Requires High Level of Skills
327(1)
A Paradigm for Decision Making
327(1)
Conclusion
328(2)
Reflective Activities
330(3)
Suggested Reading
333(1)
Conflict in Organizations
334(26)
ISLLC Standards
335(2)
The Nature of Conflict in Organizations
337(5)
Definition of Conflict
337(1)
Conflict Different from Attacks
338(1)
Contemporary Views of Conflict
339(1)
Effects of Organizational Conflict
339(1)
The Criterion: Organizational Performance
340(2)
The Dynamics of Organizational Conflict
342(5)
Hostility
342(1)
A Contingency View
343(1)
A Process View of Conflict
343(2)
A Structural View of Conflict
345(1)
An Open-Systems View of Conflict
346(1)
Approaches to Organizational Conflict
347(4)
The Win-Lose Orientation to Conflict
347(2)
A Contingency Approach to Conflict
349(1)
Diagnosing Conflict
349(2)
A Contingency Approach to Diagnosis of Conflict
351(3)
Conclusion
354(1)
Reflective Activities
355(4)
Suggested Reading
359(1)
Motivation
360(37)
ISLLC Standards
361(1)
The Meaning and Patterns of Motivation
362(2)
First Pattern: Direction in Making Choices
363(1)
Second Pattern: Persistence
363(1)
Third Pattern: Intensity
364(1)
The Extrinsic-Intrinsic Debate
364(1)
Extrinsic, or Behaviorist, Views
365(1)
Intrinsic Views of Motivation
365(1)
Individual and Group Motivation
365(1)
The Western Electric Studies Revisited
366(4)
The Illumination Studies
366(1)
The Relay Inspection Group Studies
367(1)
Central Findings of the Studies
368(1)
Impact of the Studies
369(1)
Contemporary Views of the Western Electric Studies
370(1)
Individual Differences
370(2)
In Praise of Diversity
370(2)
Archetypes
372(1)
Human Intelligence
372(1)
Temperament and Organizational Behavior
373(3)
The Four Psychological Types
373(1)
Four Basic Dimensions of Human Personality
374(1)
Introversion-Extraversion
374(1)
Sensation-Intuition and Thinking-Feeling
375(1)
Perceiving-Judging
376(1)
The Myers-Briggs Type Indicator (MBTI)
376(2)
Introversion-Extraversion
376(1)
A Dimension Rather Than Either-Or
377(1)
Intuition-Sensation
377(1)
Intrinsic Motivation
378(1)
Cognitive Views of Motivation
378(5)
Achievement Motivation
379(1)
McClelland and the ``Spirit of Capitalism''
380(1)
Fear of Success
381(2)
The Humanistic Perspective
383(10)
Abraham Maslow: Motivation as a Hierarchy of Needs
383(6)
Herzberg's Two-Factor Theory of Motivation
389(4)
Integration of Herzberg's and Maslow's Theories
393(1)
Conclusion: General Principles
394(1)
Reflective Activities
395(1)
Suggested Reading
396(1)
School Reform
397(28)
ISLLC Standards
398(2)
Market-Based School Reform
400(10)
Economic Theory and School Reform
402(3)
School Reform as Investment Opportunity
405(4)
Contracting versus Privatization
409(1)
Standards-Based School Reform
410(3)
Whole School Reform
413(6)
Increasing School Autonomy
414(3)
Support for School Leaders
417(1)
Coalition of Essential Schools
417(1)
Accelerated Schools
418(1)
Comer School Development Program
419(1)
The Catalog of School Reform Models
419(1)
Teacher Education and School Reform
420(2)
National Network for Educational Renewal (NNER)
420(1)
The American Council on Education Initiative
421(1)
The Flexner Report on Medical Education as Precedent
421(1)
Conclusion
422(1)
Reflective Activities
422(1)
Suggested Reading
423(2)
Notes 425(15)
Glossary 440(3)
Name Index 443(6)
Subject Index 449


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