By Gaetane Jean-Marie, Anthony H. Normore
This ebook explores the efficacy of leading edge and interdisciplinary ways to academic management practise carried out at universities around the usa that serve K-12 populations in city, rural, and suburban contexts. This selection of chapters attracts from seminal and modern literature on training courses, the Carnegie venture for schooling Doctorate. It demonstrates how conception and learn play a pivotal position within the production of recent doctoral courses in academic management. The booklet specializes in traits, matters, demanding situations, and chances that weave commonalities and differentiate constructions between seven expert doctorate courses in academic management (Ed.D.).
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Additional resources for Educational Leadership Preparation: Innovation and Interdisciplinary Approaches to the Ed.D. and Graduate Education
Sample text
Clashing Epistemologies 35 D/discourse refers to the many ways of acting and being in the world. It is a set of communicative constellations and talk patterns consisting of language working in concert with one, many, or all the following: Feelings, bodies, non-linguistic symbols, objects, clothes, interaction, action, technologies, geography, time, tools, symbols, verbal and non verbal expressions, and people (Gee, 1996). D/discourse contours social practices by creating particular kinds of subjectivity in which human beings are managed and given certain forms that are viewed as self evident, rational, normal, or irrational and abnormal (Alvesson & Karreman, 2000; Derrida, 1982; Foucault, 1980; Gramsci, 1971).
J. ), Handbook of research on educational administration, pp. 53–76. New York: Longman. Moore, H. A. (1964). The ferment in school administration. In D. E. ), Behavioral science in educational administration, 63rd NSSE yearbook, Part 2, pp. 11–32. Chicago: University of Chicago Press. Mulkeen, T. , & Cooper, B. S. (1989, March). Implications of preparing school administrators for knowledge work organizations. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
185). Silver (1978) asserted that standards for selecting students into graduate leadership preparation programs are often perfunctory—later referred 16 Anthony H. Normore to as built-in “inadequacies of candidates for training” (Cooper & Boyd, 1987, p. 13). Griffith and colleagues (1988) indicated that “most programs have ‘open admissions’, with a baccalaureate degree as the only prerequisite” (p. 290). For too many administrator preparation programs, “anybody is better than nobody” ( Jacobson, 1990).