The SAGE Handbook of School Organization (inbunden)
Inbunden (Hardback)
Antal sidor
SAGE Publications Ltd
Eddy-Spicer, David Henning / James, Chris / Kruse, Sharon
Color illustrations
247 x 177 x 44 mm
1487 g
Antal komponenter
4469:Standard Color 6.69 x 9.61 in or 244 x 170 mm (Pinched Crown) Case Laminate on Standard 70 Whit
The SAGE Handbook of School Organization (inbunden)

The SAGE Handbook of School Organization

Inbunden Engelska, 2018-12-24
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The SAGE Handbook of School Organization provides a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights school and system organisational structure, processes and dynamics coupled with insights into important theoretical foundations from diverse perspectives.


This volume is designed to provide a much-needed, critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organisations operate.

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The application of Organization Theory to Education has been a somewhat neglected area of study in recent years. Yet with so many school systems undergoing radical change it has never been more relevant. This volume draws on the expertise of a highly respected group of authors and promises to be a comprehensive and significant overview of the field.

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Michael Connolly is Emeritus Professor of Public Policy and Management, University of South Wales, UK, as a Visiting Professor of Education and Policy, University of Bath, UK.  In addition, he is a Fellow of the Learned Society of Wales. Professor Connolly has published a number of books, chapter in books and articles on education policy and management, learning in Higher Education as well as papers on public policy in Northern Ireland.  Michael has been a co-editor of Pubic Money and Management, book editor of Public Administration and a member of number of editorial Boards for a range of academic journals.   His research interests include education policy and management and the role of local government and local services.

David H. Eddy-Spicer is an Associate Professor in the Department of Leadership, Foundations and Social Policy at the Curry School of Education, University of Virginia. He holds a doctorate from the Harvard Graduate School of Education and has served on the faculties of the University of Bath, UK, and the UCL Institute of Education, London. His primary research interest focuses on the development of collective capacity for continuous improvement in struggling schools through interorganizational connections. He has expertise in program evaluation, case study research, realist synthesis, and the design and evaluation of professional learning environments. He has published in a number of peer-reviewed journals, including the Journal of Educational Change; Educational Management Administration and Leadership; Mind, Culture and Activity; Pedagogies; and Language and Education and has authored or co-authored 8 book chapters and over 40 text and multimedia case studies of professional learning and organizational change in the public sector.

Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches and teaches educational leadership, management and governance. During his career, Chris has published over 100 journal articles/book chapters and written 15 books/major reports. His research interests include the organizational dynamics of schools and colleges as institutions and in particular: leadership influence; the importance of management; the affective aspects of organizing in schools, the organizational complexity of schools as institutions; and the way people make their surroundings. Chris also researches the governing and governance of educational institutions and directs the Governing and Governance in Education Research Programme at the University of Bath. In the last seven years, he has completed nine research projects on the gover...


Chapter 1: Introduction to the handbook - Michael Connolly, David Eddy-Spicer, Chris James & Sharon Kruse Part 1: Schools as organizations Chapter 2: Organizations, organizing, and schools: Accessing Theoretical Tools and Models in Organization Theory - Bob L. Johnson Jr. Chapter 3: Historical Perspectives on Schools as Organizations - Daniel L. Duke Part 2: The leadership, management and governance of schools as organizations Chapter 4: Conceptions of the leadership and management of schools as organizations - Tony Bush Chapter 5: Managing the School Organization - Stephen Jacobson Chapter 6: Competing Narratives of Leadership in Schools: The Institutional and Discursive Turns in Organizational Theory - Gary Anderson & Ethan Chang Chapter 7: Governing and Governance of Schools as Organizations - Catherine Farrell Part 3: Theoretical perspectives on schools as organizations Chapter 8: Structural perspectives on schools as organizations - Scott C. Bauer & S. David Brazer Chapter 9: Too Legit to Quit: Institutional Perspectives on the Study of Schools as Organizations - E.N. Bridwell-Mitchell Chapter 10: School Organisation: Authority, Status and the Role of Love as an Integrative Power - Philip A. Woods Chapter 11: Organizational Culture in Schools: A Review of Widely Misunderstood Concept - Michael Connolly & Sharon D. Kruse Chapter 12: Inter-Organizational Networks in Education - Priscilla Wohlstetter & Angela Gargaro Lyle Chapter 13: Feelings, moods, and emotion in schools: Affective perspectives - Izhak Berkovich & Ori Eyal Chapter 14: Boundary perspectives on schools as organizations - David Eddy-Spicer & Chris James Chapter 15: Systems Thinking in School Organization - Chen Schechter & Haim Shaked Chapter 16: The Interactional Nature of Schools as Social Organizations: Three Theoretical Perspectives - Peter Sleegers, Nienke Moolenaar & Alan Daly Chapter 17: School Effectiveness and School Organization - Jaap Scheerens Chapter 18: Inequality in Education: What Educators Can and Cannot Change - Kathleen Lynch Chapter 19: Theorising schools as organisations from a feminist perspective - Jill Blackmore Chapter 20: Queer theory perspectives on schools as organizations - Katherine Cumings Mansfield Part 4: Organizing in Schools Chapter 21: Organizing in schools: A matter of trust - Megan Tschannen-Moran Chapter 22: Understanding schools as organisations and the role of organised teachers: Perspectives on teachers' work and teacher unions - Howard Stevenson Chapter 23: Schools as organizations: Accountability concerns - M. Ehren Chapter 24: Organizational performance metrics for schools - Daniel Muijs Chapter 25: National and transnational influences on school organization - Chen Yong Tan & Clive Dimmock Chapter 26: Decision-making and the school organization - Stephanie Chitpin & Colin W. Evers Chapter 27: Lesson Study: Curriculum Management for 21st Century Skills - Eric C.K. Cheng & John C.K. Lee Chapter 28: Beyond Ritualized Rationality: Organizational Dynamics of Instructionally-Focused Continuous Improvement - Donald J. Peurach, William R. Penuel & Jennifer Lin Russell Chapter 29: Parental Involvement in Schools as Organizations: Examining Consistent Benefits, Persistent Challenges, and Emerging Issues - Julie W. Dallavis & Mark Berends Chapter 30: Assembling schools as organisations: On the limits and contradictions of neoliberalism - Andrew Wilkins Chapter 31: The digital age: Exploring the relationship between technology and schools organization - Vincent Cho, Virginia Snodgrass Rangel, Anna Noble Chapter 32: School-to-School Collaboration: Building collective capacity through collaborative enquiry - Chris Chapman Chapter 33: Achieving Education for All: Organizational Issues in African Primary Schools - Daniel N. Sifuna Chapter 34: The School Building as Organizational Agent: Leveraging Physical Learning Environments to Advance the Educational Enterprise - Pamela