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Organizational Literacy for Educators

Jason Earle | Sharon D. Kruse
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A01=Jason Earle
A01=Sharon D. Kruse
AAUW Study
Animal Kingdom
applying organizational theory in schools
Author_Jason Earle
Author_Sharon D. Kruse
bureaucratic
Bureaucratic Patterns
Category=JNK
Category=JNL
Central Park East
Central Park East Schools
Central Park East Secondary School
class
communal
Communal Social Patterns
Create School Change
critical pedagogy
Cultural Reproduction
Dominant Social Identities
Early Start Program
educational leadership theory
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Faculty Arena
Female Working Class Students
feminist educational theory
FOREST GLEN
Freeway High
Hidden Curriculum
Lake High
Lake High School
Mass Cultural Forms
Neighbor's Son
Neighbor’s Son
patterns
political
Political Social Patterns
qualitative case analysis
recent
school
school organizational change
social
social inequality in education
Social Patterns
students
United States
Washington Middle School
working
Working Class Students

Product details

  • ISBN 9780805826395
  • Weight: 430g
  • Dimensions: 152 x 229mm
  • Publication Date: 01 Feb 1999
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Paperback
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Description

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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