The Ethical Dimensions of School Leadership

1. Front Matter

   Pages i-xviii

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2. Explaining the Ethical Dimensions of School Leadership

   1. In Pursuit of Authentic School Leadership Practices

      • Paul T. Begley

      Pages 1-12

   2. Democratic Leadership Theory in Late Modernity: An Oxymoron or Ironic Possibility?

      • Robert J. Starratt

      Pages 13-31

   3. Persistent Difficulties with Values in Educational Administration: Mapping the Terrain

      • Malcolm J. Richmon

      Pages 33-47

   4. Reflective Practice: Picturing Ourselves

      • Cyril P. Coombs

      Pages 49-65

3. Concepts of School Community and Collaboration

   1. Community, Coherence, and Inclusiveness

      • Kenneth A. Strike

      Pages 69-87

   2. Deconstructing Communities: Educational Leaders and Their Ethical Decision-Making Processes

      • Jacqueline A. Stefkovich, Joan Poliner Shapiro

      Pages 89-106

   3. Let Right be Done: Trying to Put Ethical Standards into Practice

      • Elizabeth Campbell

      Pages 107-125

   4. Valuing Schools as Professional Communities: Assessing the Collaborative Prescription

      • Lawrence J. Leonard, Pauline E. Leonard

      Pages 127-142

4. Cross-Cultural Perspectives on Educational Communities

   1. Developing Cross-Cultural Perspectives on Education and Community

      • Allan D. Walker

      Pages 145-160

   2. School Organizational Values: The Driving Force for Effectiveness and Change

      • Isaac A. Friedman

      Pages 161-179

   3. The Relationship of Gender and Context to Leadership in Australian Schools

      • John L. Collard

      Pages 181-199

   4. School Leadership as a Democratic Arena

      • Olof Johansson

      Pages 201-219

   5. Conclusion: Tomorrow, and Tomorrow, and Tomorrow: A Post-Postmodern Purview

      • Christopher Hodgkinson

      Pages 221-231

5. Back Matter

   Pages 233-237

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Among the many significant features of this volume is the dedication to the late Don Willower, Professor of Education at Pennsylvania State University. It is significant in light of Willower’s long record of major contributions to the empirical literature in Educational Administration and his mentorship of many students steeped in the tradition of the so-called science of administration. These include scholars like Wayne Hoy and Peter Cistone who readily acknowledge their personal and intellectual debt to Willower. How is it, then, that Willower, a colleague of the giants of Educational Administration in the 60s and 70s, people such as Dan Griffiths, Jack Culbertson, and Roald Campbell, to name just a few, came to associate himself with this relatively upstart group of academics and practitioners interested in values, of all things? As an inheritor of the mantle thrown down by Getzels and Guba all those years ago, it might seem strange to see Willower consorting with people who argue about the distinction between fact and value. It is true, of course, that Willower majored in philosophy at the State University of New York at Buffalo as an undergraduate. So the language and the ways of thinking among many of those interested in values and ethics were not all that foreign to him. He could certainly hold his own in debate with his friend, Chris Hodgkinson, the foremost philosopher of Educational Administration in the field today, and a contributor to this volume.

• District
• coherence
• education
• ethics
• gender
• language
• morality
• organization
• organizations
• philosophy
• school
• school organization
• science
• state
• university

• The Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada

  Paul T. Begley

• Department of Political Science, University of Umea, Sweden

  Olof Johansson

Policies and ethics