Jason Earle - Organizational literacy for educators
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Teachers and administrators who understand the politics in schools can operate more successfully to facilitate change. This text teaches educators to identify and influence common social patterns that affect their work in school organizations. It combines literature from educational leadership and foundations of education to provide a comprehensive introduction to organizational theories related to schooling. A particularly notable feature is that in addition to traditional bureaucratic and political approaches, there is a substantial focus on recent critical and feminist theories. Extensive use of narrative vignettes makes the theories accessible for prospective and practicing teachers. Practice cases and exercises assist students in applying the theories to their own organization settings. Assuming little prior knowledge of theories about school organizations, this volume is intended as a text for introductory graduate courses, as well as for advanced undergraduate courses, and groups such as site-based management teams and district professional development committees.
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Organizational Literacy for Educators Topics in Educational Leadership
author
:
Earle, Jason.; Kruse, Sharon D.
publisher
:
Lawrence Erlbaum Associates, Inc.
isbn10 | asin
:
0805826394
print isbn13
:
9780805826395
ebook isbn13
:
9780585190044
language
:
English
subject
School management and organization--Social aspects--United States, Organizational sociology--United States, Educational sociology--United States, Educational equalization--United States.
publication date
:
1999
lcc
:
LB2806.E27 1999eb
ddc
:
371.2/00973
subject
:
School management and organization--Social aspects--United States, Organizational sociology--United States, Educational sociology--United States, Educational equalization--United States.
Page i
Organizational Literacy for Educators
Page ii
TOPICS IN EDUCATIONAL LEADERSHIP
Larry W. Hughes, Series Editor
Gaynor Analyzing Problems in Schools and School Systems: A Theoretical Approach Earle/Kruse Organizational Literacy for Educators
Page iii
Organizational Literacy for Educators
Jason Earle John Carroll University
Sharon D. Kruse University of Akron
Lawrence Erlbaum Associates, Publishers Mahwah, New Jersey London
Page iv
Copyright 1999 by Lawrence Erlbaum Associates, Inc.
All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without the prior written permission of the publisher.
Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430-2262
Cover design by Kathryn Houghtaling Lacey
Library of Congress Cataloging-in-Publication Data
Earle, Jason. Organizational literacy for educators / Jason Earle, Sharon D. Kruse. p. cm. (Topics in educational leadership) Includes bibliographical references (p ). ISBN 0-8058-2639-4 (pbk.) 1. School management and organizationSocial as pectsUnited States. 2. Organizational sociol ogyUnited States. 3. Educational sociologyUnited States. 4. Educational equalizationUnited States. I. Kruse, Sharon D. II. Title. III. Series. LB2806.E27 1999 371.2'00973dc21 98-29684 CIP
Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability.
Printed in the United States of America 10 9 8 76 5 4 3 2 1
Page v
Contents
Preface
vii
1 Organizational Literacy and Social Patterns
1
2 Bureaucratic Social Patterns and Schools
18
3 Political Social Patterns and Schools
46
4 Communal Social Patterns and Schools
83
5 Patterns of Inequality: Earlier Critical Approaches to Schooling
118
6 Patterns of Inequality: More Recent Critical Approaches to Schooling
140
7 Patterns of Inequality: Feminist Approaches to Schooling
178
8 Complexity and School Organizations
207
9 Cases for Analysis
217
References
234
Author Index
243
Subject Index
247
Page vii
Preface
A series of shared experiences in our academic and professional lives provided the foundation for this book. As teachers of seemingly different subject areas (Sharon teaches educational administration and qualitative research methods, and Jason teaches foundations of education courses), we kept finding reason to discuss the need for a text that would provide students an introductory understanding of the social patterns that shaped schooling. It seemed, as we discussed issues related to school structure with our students, that they had little experience with social theories, especially those of a critical nature. This lack of exposure and awareness of how the larger systems of schooling operated seemed to undermine even the best of our students' efforts to create meaningful and lasting school reform. In some ways this was not surprising. The literature suggests that educators acquire the necessary knowledge to conduct their work in classrooms, but receive little information, if any, about how to operate successfully in the wider school organization (Blase, 1984, 1985; Kuzmic, 1993). Our own teacher and administrator preparation programs were not very different from those described in the literature. Our undergraduates focused on learning the basics of curriculum and instruction; our graduate students often were so deeply entrenched in the idea that their classrooms operated as islands of protection within a sea of potentially hostile colleagues, parents, and administrators that they often could not imagine systems of education from any other metaphor.
We initially decided to write this book in order to have the kind of text we wanted to use in our own classes. We wanted to explore the variety of ideas present in the sociological, historical, administrative, and school-change literatures to provide other metaphors for schools and educators. Additionally, we wanted to focus on issues of inequality and inequity in schools. The end result was that our book was informed by four important ideas. The first idea was that although every educator and school is unique,
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