<p><strong>Basic Approach</strong></p><p><em>For students taking courses in educational administration and leadership.</em></p><p><strong><em>An authoritative and timely examination of organizational behavior and how leaders can create effective school cultures. </em></strong></p><p>Well-established as a standard textbook in the preparation of effective and thoughtful school administrators, <em>Organizational Behavior in Education</em> continues 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.</p><p>The thoroughly revised tenth edition of <em>Organizational Behavior in Education </em>updates 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.</p>

<p><b>Preface</b> </p><p><b>Educational Leadership Policy Standards: The New ISLLC Standards For 2008</b></p><p><b>ISLLC Functions By Chapter</b></p><p><b>CHAPTER 1: In Search of a Vision </b></p><p>Critical Incident: The Vision For South Shore High School</p><p>ASSUMPTIONS, BELIEFS, BEHAVIORS </p><p>THE NATURE OF SCIENTIFIC PROGRESS </p><p>IMPACT OF BEHAVIORAL SCIENCE</p><p>Psychoanalytic Psychology <br/>Sociological and Psychological Points of View</p><p>Cognitive Psychology</p><p>Social Psychology </p><p>Field Theory of Behavior</p><p>SCHOOLS AS EDUCATIVE ORGANIZATIONS</p><p>Organizational Theory</p><p>Theory Defined and Described</p><p>Two Major Perspectives on Educational Organizations</p><p>Bureaucratic Theory</p><p>Human Resources Development Theory</p><p>Theory X and Theory Y</p><p>THE RELEVANCE TO SCHOOL LEADERSHIP TODAY</p><p>VISION AND EDUCATIONAL LEADERSHIP</p><p>THE NO CHILD LEFT BEHIND ACT OF 2001 </p><p>RESEARCH IN EDUCATION</p><p>The Framingham Heart Study</p><p>The Tennessee STAR Study</p><p>Research and NCLB</p><p>LEADERSHIP AS COACHING</p><p>Coaching as a Method of Teaching</p><p>CONCLUSION </p><p>REFLECTIVE ACTIVITIES </p><p>SUGGESTED READING </p><p>&nbsp;</p><p><b>CHAPTER 2: Guiding Concepts of Practice</b></p><p>Critical Incident: Controversy at the Principals&#8217; Meeting</p><p>TWO PRINCIPAL SOURCES OF CONFLICT </p><p>The &#8220;Great Debate&#8221;: Traditional versus Progressive Education</p><p>The Beginnings of the Great Educational Debate</p><p>The Backlash of the 1950s</p><p>The Neoprogressives Emerge in the 1960s</p><p>THE CONTEMPORARY DEBATE ON SCHOOLING</p><p>A PARADIGM SHIFT IN EDUCATION</p><p>A Passion for Equality</p><p>The Traditional Paradigm of Intelligence</p><p>A New Paradigm of Intelligence or the Lake Wobegon Syndrome?</p><p>MULTIPLE INTELLIGENCES THEORY</p><p>Gardner&#8217;s Multiple Intelligences Theory (MIT)</p><p>Perkins&#8217;s Learnable Intelligence Theory</p><p>Smart Schools </p><p>Emotional Intelligence </p><p>Sustainability: The Debate Continues</p><p>Sustainability</p><p>THEORY OF ACTION</p><p>THEORY OF PRACTICE</p><p>THE GAME PLAN: A COACHING METAPHOR</p><p>CONCLUSION</p><p>REFLECTIVE ACTIVITIES</p><p>SUGGESTED READING</p><p>&nbsp;</p><p><b>CHAPTER 3: Mainstreams of Organizational Thought</b></p><p>Critical Incident --A Philosophical Disagreement on Administration</p><p>ORGANIZATIONAL BEHAVIOR</p><p>Organization and Behavior</p><p>Why Study Organizational Behavior?</p><p>IMPACT OF THE INDUSTRIAL REVOLUTION</p><p>Frederick W. Taylor and Scientific Management</p><p>The Beginning of Modern Organizational Theory</p><p>Emergence of Bureaucratic Organizational Theory</p><p>THE RISE OF CLASSICAL ORGANIZATIONAL THEORY</p><p>Scientific Management versus Classical Organizational Theory</p><p>Organizational Concepts of Classical Theory</p><p>Classical and Neoclassical Administrative Concepts</p><p>THE HUMAN RELATIONS MOVEMENT</p><p>The Western Electric Studies</p><p>Sociometry</p><p>Behavior Patterns in Groups</p><p>Leadership as a Group Function</p><p>The Paradox of Organizational Structure</p><p>THE ORGANIZATIONAL THEORY MOVEMENT</p><p>Human Relations and Organizational Behavior</p><p>CONCLUSION</p><p>REFLECTIVE ACTIVITIES</p><p>SUGGESTED READING</p><p>&nbsp;</p><p><b>CHAPTER 4: Organizational Theory</b></p><p>Critical Incident: A Tale of Two Principals</p><p>ORGANIZATIONAL STRUCTURE AND PEOPLE</p><p>General Systems Theory</p><p>Social Systems Theory</p><p>A Contextual Approach</p><p>ROLE THEORY</p><p>Role Conflict</p><p>Role Ambiguity</p><p>Role Set</p><p>Functional Roles in the Group</p><p>Role Related to Social Systems Theory</p><p>Equilibrium</p><p>Homeostasis</p><p>Feedback</p><p>SOCIOTECHNICAL SYSTEMS THEORY</p><p>CONTINGENCY THEORY</p><p>Rational Planning Models<br/>Open System Related to Contingency Theory<br/>Response to Technological Change<br/>Interaction with the External Environment<br/>Contingency Theory and Organizational Behavior in Schools</p><p>CONCLUSION</p><p>REFL

Robert G. Owens

Thomas C. Valesky

Organizational Behavior in Education: Leadership and School Reform

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