Ethical Educational Leadership in Turbulent Times: (Re) Solving Moral Dilemmas

by Shapiro; Joan Poliner

• ISBN13: 9780805856002
• ISBN10: 0805856005
• Edition: 1st
• Format: Nonspecific Binding
• Copyright: 2007-10-24
• Publisher: Lawrence Erlbau

Summary

This book is designed to assist educational leaders in the ethical decision-making process. Educational leaders not only face moral and ethical decisions regarding their classrooms, schools, school districts, and education institutions, but they must consider the complexities and threats that impact their communities. In this unstable era of war, terrorism, natural disasters, accountability, and high stakes testing, this process is particularly daunting. Theoretically, this book is based on Gross's Turbulence Theory and Shapiro and Stefkovich's Multiple Ethical Paradigms of justice, critique, care, and the profession. The authors clearly explain these concepts and demonstrate how they can work together to assist leaders in dealing with challenging situations. "Ethical Educational Leadership in Turbulent Times: " *introduces the concept of Turbulence Theory; *presents the Multiple Ethical Paradigms of justice, critique, care, and the profession; *provides authentic ethical dilemmas--recently derived from and field- tested in doctoral level courses--to be analyzed using to Turbulence Theory and the Multiple Ethical Paradigms and to engage readers in applying these concepts to practice; and *assists educational leaders in addressing and sometimes solving difficult dilemmas. This book is intended for use in a range of educational leadership, educational administration, and teacher education programs that prepare both educational leaders (administrators) and lead teachers.

Table of Contents

Preface	p. ix
Acknowledgments	p. xi
Understanding the Theoretical Framework
Overview of the Book	p. 3
The Multiple Ethical Paradigms	p. 19
Turbulence Theory	p. 37
(Re)Solving Ethical Dilemmas
Security versus Civil Liberties	p. 55
Power versus Accommodation in Curriculum, Instruction, and Assessment	p. 67
Accountability versus Responsibility	p. 87
Community Standards versus Individual Rights	p. 103
Equality versus Equity	p. 119
Personal Vision versus Authority	p. 137
Rules, Regulations, and Policies versus Individual Needs and Concerns in Student Teaching	p. 151
Introducing the New Deel
Control versus Democracy	p. 167
References	p. 177
Authors	p. 193
Contributors	p. 195
Index	p. 203
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