The history of educational administration viewed through its textbooks
Author(s)
Bibliographic Information
The history of educational administration viewed through its textbooks
ScarecrowEducation, 2004
- : pbk
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Note
Includes bibliographical references and index
Contents of Works
- Introduction, a new profession and a new textbook literature / Thomas Glass
- From idea to ideology : school-administration texts, 1820-1914 / Robert Mason
- From ideology to conventional wisdom : school-administration texts, 1915-1933 / William Eaton
- From conventional wisdom to concept : school-administration texts, 1934-1945 / James C. Parker
- A return to rhetoric : school-administration texts, 1946-1955 / Fred D. Carver
- Factualism to theory, art to science : school-administration texts, 1955-1985 / Thomas E. Glass
- A retreat from theory in an era of reform, 1985-2000 / Thomas E. Glass
- An overview, school-administration texts, 1820-2000 / Thomas E. Glass
Description and Table of Contents
Description
The History of Educational Administration Viewed Through Its Texts provides the reader a history of the development of the professional field of educational administration. From the Common School Era of the 1840s through the Era of Accountability in 2000, leaders of the profession wrote textbooks to both inform and instruct those desiring to follow in their footsteps. Historical leaders such as Elwood Cubberley, George Strayer, George Counts, and Jesse Sears are identified, and the ways in which their work influenced the profession and the public schools is examined. The various management themes running through the practice of educational administration over a 150-year period are also discussed. Among these themes is the administrator as a: philosopher and manager of virtue, scientific manager, executive, transformational leader, instructional leader in a time of high stakes accountability. The schools of "thought" affecting the preparation of education administrators is also discussed in the framework of general educational administration textbooks. The early textbooks written by the "grandfathers" were compendiums of "best practice" later eclipsed in the 1960s by a "theory movement" to make practice more scientific. This "new movement" was based on research in the social and behavioral sciences. The "theory movement" presently seems to be giving way to a return of textbooks being compendiums of best practice based on "professional" standards. Lastly, an exploration of the development and impact the specialization of the field has had on both textbooks and practice is included. The splintering of the educational administration professorate into finance, law, policy, personnel, and other specialties has had a profound impact on textbooks and practice. The development of standards dictating certification and licensing has also been influenced by specialization as opposed to general preparation. This book is a must for university libraries and every doctoral student writing a dissertation in educatio
Table of Contents
1 Introduction: A New Profession and a New Textbook Literature 2 From Idea to Ideology: School-Administration Texts, 1820-1914 3 From Ideology to Conventional Wisdom: School-Administration Texts, 1915-1933 4 From Conventional Wisdom to Concept: School-Administration Texts, 1934-1945 5 A Return to Rhetoric: School-Administration Texts, 1946-1955 6 Factualism to Theory, Art to Science: School-Administration Texts, 1955-1985 7 A Retreat from Theory in an Era of Reform: 1985-2000 8 An Overview: School-Administration Texts, 1820-2000 9 References 10 Index 11 About the Authors
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