Richard A. Gorton received his doctorate from Stanford University, majoring in school administration. His Bachelor’s Degree in Political Science and his Master’s Degree in Counseling and Guidance were conferred by the University of Iowa. Dr. Gorton’s school experience includes teaching, counseling and guidance, and administration. He was Department Chairperson and Professor of Administrative Leadership and Supervision at the University of Wisconsin at Milwaukee. He is currently a consultant with Gorton Associates in San Diego, California.A leader in state and national administrator orga-nizations, Dr. Gorton has collaborated on a national study of “the effective principal.” Because of his expertise and practical experience, he has frequently been called on as a consultant and workshop leader in the areas of teacher and administrator evaluation, in-service education, program evaluation, instructional supervision, student disciplinary problems, school-community relations, problem solving, and conflict resolution.Dr. Gorton has published two textbooks, two monographs, and over 100 articles, book reviews, and abstracts on a variety of topics related to educational administration and supervision, as well as education in general. Dr. Gorton’s other textbook for which he was senior author, School-Based Leadership. Challenges and Opportunities, is used in nu-merous university courses devoted to administrator preparation and by school districts for in-service education. He has also served as senior editor for The Encyclopedia of School Administration and Supervision. Judy A. Alston is Professor and Director of the Ed. D. in Leadership Studies at Ashland University. In 2010, Dr. Alston became the first Black woman to be promoted to Full Professor in the history of Ashland University. She earned her Ph.D. in Educational Administration from The Pennsylvania State University; a M.Div. from Methodist Theological School in Ohio; a M.Ed. in Educational Administration; a M.Ed. in Secondary Education both from the University of South Carolina; and a B. A. in English from Winthrop College. She is the author of many articles, book chapters, and books including Herstories: Leading with the Lessons of the Lives of Black Women Activists, Multi-leadership in Urban Schools, and School Leadership and Administration: Important Concepts, Case Studies, & Simulations (7th-11th editions). She is co-editor of Purveyors of Change: School Leaders of Color Share Narratives of Student, School, and Community Success. Dr. Alston is an active member of AERA.

• PART I MAJOR CONCEPTS IN ADMINISTRATION AND THE SOCIAL SCIENCESINTRODUCTIONPROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS (2015)LEADERSHIP COMPETENCIES FOR LEARNER-CENTERED, PERSONALIZED EDUCATIONCHAPTER 1 LEADERSHIPCHAPTER 2 DECISION MAKINGCHAPTER 3 AUTHORITY, POWER, AND INFLUENCE CHAPTER 4 COMMUNICATION CHAPTER 5 CONFLICT MANAGEMENT CHAPTER 6 ORGANIZATIONAL CULTURE CHAPTER 7 CHANGE PART II CASE STUDIES AND SIMULATIONS CHAPTER 8 INTRODUCTION TO CLINICAL MATERIALS AND LEARNING EXPERIENCES CHAPTER 9 BEGINNING CHALLENGES CHAPTER 10 STUDENT PROBLEMS CHAPTER 11 ADMINISTRATOR–STAFF RELATIONSHIPS CHAPTER 12 SCHOOL–COMMUNITY RELATIONS CHAPTER 13 ROLE AND ORGANIZATIONAL PROBLEMS CHAPTER 14 PROBLEMS OF CHANGE INDEX

Richard A. Gorton received his doctorate from Stanford University, majoring in school administration. His Bachelor’s Degree in Political Science and his Master’s Degree in Counseling and Guidance were conferred by the University of Iowa. Dr. Gorton’s school experience includes teaching, counseling and guidance, and administration. He was Department Chairperson and Professor of Administrative Leadership and Supervision at the University of Wisconsin at Milwaukee. He is currently a consultant with Gorton Associates in San Diego, California.A leader in state and national administrator orga-nizations, Dr. Gorton has collaborated on a national study of “the effective principal.” Because of his expertise and practical experience, he has frequently been called on as a consultant and workshop leader in the areas of teacher and administrator evaluation, in-service education, program evaluation, instructional supervision, student disciplinary problems, school-community relations, problem solving, and conflict resolution.Dr. Gorton has published two textbooks, two monographs, and over 100 articles, book reviews, and abstracts on a variety of topics related to educational administration and supervision, as well as education in general. Dr. Gorton’s other textbook for which he was senior author, School-Based Leadership. Challenges and Opportunities, is used in nu-merous university courses devoted to administrator preparation and by school districts for in-service education. He has also served as senior editor for The Encyclopedia of School Administration and Supervision. Judy A. Alston is Professor and Director of the Ed. D. in Leadership Studies at Ashland University. In 2010, Dr. Alston became the first Black woman to be promoted to Full Professor in the history of Ashland University. She earned her Ph.D. in Educational Administration from The Pennsylvania State University; a M.Div. from Methodist Theological School in Ohio; a M.Ed. in Educational Administration; a M.Ed. in Secondary Education both from the University of South Carolina; and a B. A. in English from Winthrop College. She is the author of many articles, book chapters, and books including Herstories: Leading with the Lessons of the Lives of Black Women Activists, Multi-leadership in Urban Schools, and School Leadership and Administration: Important Concepts, Case Studies, & Simulations (7th-11th editions). She is co-editor of Purveyors of Change: School Leaders of Color Share Narratives of Student, School, and Community Success. Dr. Alston is an active member of AERA.

• PART I MAJOR CONCEPTS IN ADMINISTRATION AND THE SOCIAL SCIENCESINTRODUCTIONPROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS (2015)LEADERSHIP COMPETENCIES FOR LEARNER-CENTERED, PERSONALIZED EDUCATIONCHAPTER 1 LEADERSHIPCHAPTER 2 DECISION MAKINGCHAPTER 3 AUTHORITY, POWER, AND INFLUENCE CHAPTER 4 COMMUNICATION CHAPTER 5 CONFLICT MANAGEMENT CHAPTER 6 ORGANIZATIONAL CULTURE CHAPTER 7 CHANGE PART II CASE STUDIES AND SIMULATIONS CHAPTER 8 INTRODUCTION TO CLINICAL MATERIALS AND LEARNING EXPERIENCES CHAPTER 9 BEGINNING CHALLENGES CHAPTER 10 STUDENT PROBLEMS CHAPTER 11 ADMINISTRATOR–STAFF RELATIONSHIPS CHAPTER 12 SCHOOL–COMMUNITY RELATIONS CHAPTER 13 ROLE AND ORGANIZATIONAL PROBLEMS CHAPTER 14 PROBLEMS OF CHANGE INDEX

Richard A. Gorton received his doctorate from Stanford University, majoring in school administration. His Bachelor’s Degree in Political Science and his Master’s Degree in Counseling and Guidance were conferred by the University of Iowa. Dr. Gorton’s school experience includes teaching, counseling and guidance, and administration. He was Department Chairperson and Professor of Administrative Leadership and Supervision at the University of Wisconsin at Milwaukee. He is currently a consultant with Gorton Associates in San Diego, California.A leader in state and national administrator orga-nizations, Dr. Gorton has collaborated on a national study of “the effective principal.” Because of his expertise and practical experience, he has frequently been called on as a consultant and workshop leader in the areas of teacher and administrator evaluation, in-service education, program evaluation, instructional supervision, student disciplinary problems, school-community relations, problem solving, and conflict resolution.Dr. Gorton has published two textbooks, two monographs, and over 100 articles, book reviews, and abstracts on a variety of topics related to educational administration and supervision, as well as education in general. Dr. Gorton’s other textbook for which he was senior author, School-Based Leadership. Challenges and Opportunities, is used in nu-merous university courses devoted to administrator preparation and by school districts for in-service education. He has also served as senior editor for The Encyclopedia of School Administration and Supervision. Judy A. Alston is Professor and Director of the Ed. D. in Leadership Studies at Ashland University. In 2010, Dr. Alston became the first Black woman to be promoted to Full Professor in the history of Ashland University. She earned her Ph.D. in Educational Administration from The Pennsylvania State University; a M.Div. from Methodist Theological School in Ohio; a M.Ed. in Educational Administration; a M.Ed. in Secondary Education both from the University of South Carolina; and a B. A. in English from Winthrop College. She is the author of many articles, book chapters, and books including Herstories: Leading with the Lessons of the Lives of Black Women Activists, Multi-leadership in Urban Schools, and School Leadership and Administration: Important Concepts, Case Studies, & Simulations (7th-11th editions). She is co-editor of Purveyors of Change: School Leaders of Color Share Narratives of Student, School, and Community Success. Dr. Alston is an active member of AERA.

• PART I MAJOR CONCEPTS IN ADMINISTRATION AND THE SOCIAL SCIENCESINTRODUCTIONPROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS (2015)LEADERSHIP COMPETENCIES FOR LEARNER-CENTERED, PERSONALIZED EDUCATIONCHAPTER 1 LEADERSHIPCHAPTER 2 DECISION MAKINGCHAPTER 3 AUTHORITY, POWER, AND INFLUENCE CHAPTER 4 COMMUNICATION CHAPTER 5 CONFLICT MANAGEMENT CHAPTER 6 ORGANIZATIONAL CULTURE CHAPTER 7 CHANGE PART II CASE STUDIES AND SIMULATIONS CHAPTER 8 INTRODUCTION TO CLINICAL MATERIALS AND LEARNING EXPERIENCES CHAPTER 9 BEGINNING CHALLENGES CHAPTER 10 STUDENT PROBLEMS CHAPTER 11 ADMINISTRATOR–STAFF RELATIONSHIPS CHAPTER 12 SCHOOL–COMMUNITY RELATIONS CHAPTER 13 ROLE AND ORGANIZATIONAL PROBLEMS CHAPTER 14 PROBLEMS OF CHANGE INDEX