By Fenwick W. English
The SAGE Encyclopedia of academic management and management provides the latest theories, learn, phrases, suggestions, rules, and histories on academic management and faculty management as taught in guidance courses and practiced in faculties and faculties this day. With greater than six hundred entries, written via greater than two hundred professors, graduate scholars, practitioners, and organization officers, the 2 volumes of this encyclopedia symbolize the main accomplished wisdom base of academic management and college management that has, as but, been compiled.
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Extra resources for Encyclopedia of Educational Leadership and Administration 2-volume set (v. 1)
R. Henig & W. L. ), Mayors in the middle: Politics, race, and mayoral control of urban schools (pp. 249–266). Princeton, NJ: Princeton University Press. Hess, F. , Rotherham, A. , & Walsh, K. (2004). A qualified teacher in every classroom? Appraising old answers and new ideas. Cambridge, MA: Harvard University Press. , & Finnegan, K. (2003). The effects of organizational context on teacher expectancy. Educational Administration Quarterly, 23, 603–634. Kirst, M. W. (2003) Mayoral influence, new regimes, and public school governance.
Barnard, W. Edwards Deming, Mary Parker Follett, and Douglas McGregor. Thinkers in disciplines that impact our applied field are also present, such as Max Weber, Thomas Kuhn, Carl Jung, Karl Marx, and Milton Friedman. The fact that the writings of such individuals have impacted educational leadership and school administration is testimony to the fact that ideas are the most contagious of all things in life. They are immortal and transcendent in the human story. I would like to thank Dean Thomas James at the University of North Carolina at Chapel Hill for his support in granting me a leave to complete this work.
Other academic freedom issues include freedom of association, right to hold office, participation in political campaigns, and dress and grooming matters. While teachers enjoy the First Amendment guarantee to peacefully assemble, they are advised to exercise this right in light of the nature and importance of their positions as public employees and role models to children. Mere membership in subversive organizations is not sufficient itself to justify dismissal, but to avoid punishment, teachers have to demonstrate that they have not participated in an unlawful activity or did not intend to achieve an unlawful objective.