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Organizational Behavior in Education : Leadership and School Reform,9780137017461
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Organizational Behavior in Education : Leadership and School Reform

by ;
Edition:
10th
ISBN13:

9780137017461

ISBN10:
0137017464
Format:
Hardcover
Pub. Date:
4/26/2010
Publisher(s):
Pearson
List Price: $171.80

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Summary

An authoritative and timely examination of organizational behavior and how leaders can create effective school cultures.   Well-established as a standard textbook in the preparation of effective and thoughtful school administrators, Organizational Behavior in Educationcontinues its tradition of offering students of educational administration the most current thinking and the most in-depth exploration of organizational leadership as it relates to decision-making, organizational change, managing conflict, and motivating others. As readers are challenged to develop and analyze the successful implementation of school reform, they gain a professional understanding of the organizational theory and research that are the bedrock of modern practice.   The thoroughly revised tenth edition of Organizational Behavior in Educationupdates the research and theory behind organizational effectiveness in schools as it pertains to change, leadership, and new issues in school reform including comprehensive school reform models, charter schools, and school vouchers. This new material contains current emerging developments in the fast-paced world of contemporary school reform and keeps students abreast of emerging trends.

Author Biography

Robert G. Owens began his professional career as the teaching principal of a three-room school. After serving as principal for eighteen years in a variety of school environments, he became a university professor. His research and service have always focused on, and been centered in, the practice of improving the organizational effectiveness of schools.

 

Thomas C. Valesky began his career in education serving as teacher, high school counselor, elementary principal, and superintendent — both in the United States and abroad. He is currently program leader and professor for the Educational Leadership program at Florida Gulf Coast University. His work has resulted in numerous journal publications and the co-authorship of two books, Training for Quality School-based Decision Making (Rowman & Littlefield, 2003) and Challenge to change: The Memphis experience with school-based decision making (National Education Association, 1994).

Table of Contents

Preface    

Educational Leadership Policy Standards: The New ISLLC Standards For 2008

ISLLC Functions By Chapter

CHAPTER 1: In Search of a Vision    

Critical Incident: The Vision For South Shore High School

ASSUMPTIONS, BELIEFS, BEHAVIORS    

THE NATURE OF SCIENTIFIC PROGRESS    

IMPACT OF BEHAVIORAL SCIENCE

Psychoanalytic Psychology 
Sociological and Psychological Points of View

Cognitive Psychology

Social Psychology 

Field Theory of Behavior

SCHOOLS AS EDUCATIVE ORGANIZATIONS

Organizational Theory

Theory Defined and Described

Two Major Perspectives on Educational Organizations

Bureaucratic Theory

Human Resources Development Theory

Theory X and Theory Y

THE RELEVANCE TO SCHOOL LEADERSHIP TODAY

VISION AND EDUCATIONAL LEADERSHIP

THE NO CHILD LEFT BEHIND ACT OF 2001   

RESEARCH IN EDUCATION

The Framingham Heart Study

The Tennessee STAR Study

Research and NCLB

LEADERSHIP AS COACHING

Coaching as a Method of Teaching

CONCLUSION   

REFLECTIVE ACTIVITIES   

SUGGESTED READING  

 

CHAPTER 2:  Guiding Concepts of Practice

Critical Incident: Controversy at the Principals’ Meeting

TWO PRINCIPAL SOURCES OF CONFLICT   

The “Great Debate”: Traditional versus Progressive Education

The Beginnings of the Great Educational Debate

The Backlash of the 1950s

The Neoprogressives Emerge in the 1960s

THE CONTEMPORARY DEBATE ON SCHOOLING

A PARADIGM SHIFT IN EDUCATION

A Passion for Equality

The Traditional Paradigm of Intelligence

A New Paradigm of Intelligence or the Lake Wobegon Syndrome?

MULTIPLE INTELLIGENCES THEORY

Gardner’s Multiple Intelligences Theory (MIT)

Perkins’s Learnable Intelligence Theory

Smart Schools 

Emotional Intelligence 

Sustainability: The Debate Continues

Sustainability

THEORY OF ACTION

THEORY OF PRACTICE

THE GAME PLAN: A COACHING METAPHOR

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 3: Mainstreams of Organizational Thought

Critical Incident --A Philosophical Disagreement on Administration

ORGANIZATIONAL BEHAVIOR

Organization and Behavior

Why Study Organizational Behavior?

IMPACT OF THE INDUSTRIAL REVOLUTION

Frederick W. Taylor and Scientific Management

The Beginning of Modern Organizational Theory

Emergence of Bureaucratic Organizational Theory

THE RISE OF CLASSICAL ORGANIZATIONAL THEORY

Scientific Management versus Classical Organizational Theory

Organizational Concepts of Classical Theory

Classical and Neoclassical Administrative Concepts

THE HUMAN RELATIONS MOVEMENT

The Western Electric Studies

Sociometry

Behavior Patterns in Groups

Leadership as a Group Function

The Paradox of Organizational Structure

THE ORGANIZATIONAL THEORY MOVEMENT

Human Relations and Organizational Behavior

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 4: Organizational Theory

Critical Incident: A Tale of Two Principals

ORGANIZATIONAL STRUCTURE AND PEOPLE

General Systems Theory

Social Systems Theory

A Contextual Approach

ROLE THEORY

Role Conflict

Role Ambiguity

Role Set

Functional Roles in the Group

Role Related to Social Systems Theory

Equilibrium

Homeostasis

Feedback

SOCIOTECHNICAL SYSTEMS THEORY

CONTINGENCY THEORY

Rational Planning Models
Open System Related to Contingency Theory
Response to Technological Change
Interaction with the External Environment
Contingency Theory and Organizational Behavior in Schools

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 5: The Human Dimension of Organization

Critical Incident: Turning Madison High Around

RECONCEPTUALIZING THE NATURE OF ORGANIZATIONS

A NEW PARADIGM OF ORGANIZATIONAL THEORY

RISE OF QUALITATIVE RESEARCH METHODS

Educational Organizations as Loosely Coupled Systems
Educational Organizations as Dual Systems

BUILDING HUMAN CAPITAL

Human Resources as Assets

The Dark Side of Leadership

Human Resources Development

ORGANIZATIONAL CULTURE AS A BEARER OF AUTHORITY

FIVE BASIC ASSUMPTIONS OF EFFECTIVE SCHOOLS

Professional Development

CONCLUSION

The Effort to Create an Administrative Science

Centrality of the Human Dimension of Organization

Where We Are and Where We Are Going

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 6: 
Organizational Culture and Organizational Climate

Critical Incident: Two Schools: Two Different Cultures

HUMAN RESOURCES DEVELOPMENT

Defining and Describing Organizational Culture and Climate

Research on Organizational Culture

Organizational Culture and Organizational Climate Compared and Contrasted

Organizational Culture

Two Major Themes in a Definition of Organizational Culture

Specifying What Organizational Culture Is

HOW ORGANIZATIONAL CULTURE IS CREATED

Symbolism and Culture

Organizational Climate

The Affective Aspects of Culture and Climate

Multiple Cultures

HOW ORGANIZATIONAL CLIMATE IS CREATED

Group Norms

Person—Environment Interaction

Concept of Behavior Settings

Describing and Assessing Organizational Culture in Schools

RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE AND ORGANIZATIONAL EFFECTIVENESS

Cause and Effect

FOUR MANAGEMENT SYSTEMS

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 7: Organizational Change

Critical Incident: The Man for the Job!

SCHOOL REFORM AND CHANGE

Power Relationships and School Restructuring

Aims of Educational Reform

THE TRADITION OF CHANGE IN AMERICAN EDUCATION

Natural Diffusion Processes

Planned, Managed Diffusion

THREE STRATEGIES OF PLANNED CHANGE

Empirical-Rational Strategies of Change

Research, Development, and Diffusion (R, D, and D)

The “Agricultural Model”

Assumptions and Implications of KPU Approaches to Change

Other Empirical-Rational Strategies

Power-Coercive Strategies of Change

Normative-Reeducative or Organizational Self-Renewal Strategies

The Rand Study of Federal Programs Supporting Educational Change

A Normative-Reeducative Strategy

Organizational Health

Organizational Self-Renewal

The Learning Organization

A Sociotechnical View

Force-Field Analysis

RESEARCH ON THE EFFECTIVENESS OF ORGANIZATIONAL DEVELOPMENT

TWO EMERGING QUESTIONS

Can the Schools Do It Alone?

Full-Service Schools

Is School Reform Enough?

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 8: Leadership

Critical Incident: Leadership At North River Middle School

ADAPTIVE LEADERSHIP

LEADERSHIP AND MANAGEMENT

POWER AND LEADERSHIP

Leadership Different from Command

Power Defined

TWO-FACTOR LEADERSHIP THEORY ABANDONED

LEADERSHIP AS A RELATIONSHIP WITH FOLLOWERS

Your Understanding of Human Nature Is Critical

TRANSFORMATIONAL LEADERSHIP

Transforming Leadership Compared and Contrasted with Transactional Leadership

Moral Leadership

A Progression

A Process of Growth and Development

Leadership and Vision

Whose Vision Is It, Anyway?

MANIPULATION AND EMPOWERMENT

Critical Theory

IMPORTANT CONCEPTS ABOUT LEADERSHIP FOR THE EDUCATIONAL LEADER

Distributed Leadership

Professional Learning Communities and Parental Involvement

Sustainable Leadership

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 9: Decision Making

Critical Incident: Deciding How to Decide

INDIVIDUAL VERSUS ORGANIZATIONAL DECISION MAKING

RATIONALITY IN DECISION MAKING

Rational Decision-Making Models

LIMITS ON RATIONALITY IN DECISION MAKING

The Gap between Theory and Practice

Five Leadership Styles

Seven Situation Issues

Decision-Process Flowchart

The Nature of Managerial and Administrative Work

How Administrators Think

The Influence of Organizational Culture on Decision Making

Closing the Gap between Theory and Practice

THEORY OF PRACTICE

Human Resources Development

PARTICIPATIVE DECISION MAKING

Participative Decision Making and Empowerment

PARTICIPATIVE OR DEMOCRATIC?

An Explicit Decision-Making Process

Who Identifies the Problem?

Emergent and Discrete Problems

Who Should Participate?

Desire of Individuals to Participate

TEAM ADMINISTRATION

Participation Requires High Level of Skills

A PARADIGM FOR DECISION MAKING

Total Teamwork System

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 10: Conflict in Organizations

Critical Incident: Conflict in the 1th Grade Team

THE NATURE OF CONFLICT IN ORGANIZATIONS

Definition of Conflict

Conflict Different from Attacks

Contemporary Views of Conflict

Effects of Organizational Conflict

The Criterion: Organizational Performance

THE DYNAMICS OF ORGANIZATIONAL CONFLICT

Hostility

A Contingency View

A Process View of Conflict

A Structural View of Conflict

An Open-Systems View of Conflict

APPROACHES TO ORGANIZATIONAL CONFLICT

The Win-Lose Orientation to Conflict

A Contingency Approach to Conflict

Diagnosing Conflict

A CONTINGENCY APPROACH TO DIAGNOSIS OF CONFLICT

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

 

CHAPTER 11: Motivation

Critical Incident: Changes at Washington High School

THE MEANING AND PATTERNS OF MOTIVATION

First Pattern: Direction in Making Choices

Second Pattern: Persistence

Third Pattern: Intensity

THE EXTRINSIC-INTRINSIC DEBATE

Extrinsic, or Behaviorist, Views

Intrinsic Views of Motivation

INDIVIDUAL AND GROUP MOTIVATION

THE WESTERN ELECTRIC STUDIES REVISITED

The Illumination Studies

The Relay Inspection Group Studies

Central Findings of the Studies

Impact of the Studies

Contemporary Views of the Western Electric Studies

INDIVIDUAL DIFFERENCES

In Praise of Diversity

Archetypes

HUMAN INTELLIGENCE

TEMPERAMENT AND ORGANIZATIONAL BEHAVIOR

The Four Psychological Types

The Myers-Briggs Type Indicator (MBTI)

Four Basic Dimensions of Human Personality

Introversion-Extraversion (Attitude)

Sensation-Intuition (Processes of Perception) and Thinking-Feeling (Processes of Judgement

Perceiving-Judging (Dealing with the Outside World)

Final Thoughts on Temperament and Organizational Behavior

INTRINSIC MOTIVATION

Cognitive Views of Motivation

Achievement Motivation

McClelland and the “Spirit of Capitalism”

Social Cognitive Theory and Self Efficacy

The Humanistic Perspective

Abraham Maslow: Motivation as a Hierarchy of Needs

Herzberg’s Two-Factor Theory of Motivation

Comments on Herzberg’s Two-Factor Theory

Integration of Herzberg’s and Maslow’s Theories

CONCLUSION: GENERAL PRINCIPLES

REFLECTIVE ACTIVITIES

SUGGESTED READINGS

 

CHAPTER 12: School Reform

Critical Incident: District Test Scores Decline Once Again

MARKET-BASED SCHOOL REFORM

Origin of Market Based Reforms

Economic Theory and School Reform

School Reform as Investment Opportunity

Current Status of Charter Schools

Vouchers

Privatization in Higher Education

STANDARDS-BASED SCHOOL REFORM

Have Higher Standards Worked?

WHOLE SCHOOL REFORM

Increasing School Autonomy

Support for School Leaders

Research Support for CSR Models

Response to Intervention (RTI)

TEACHER EDUCATION AND SCHOOL REFORM

National Network for Educational Renewal (NNER)

The American Council on Education Initiative

The Flexner Report on Medical Education as Precedent

A Broader, Bolder Approach to Education

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

Notes

Name Index

Subject Index



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