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There is a vast amount of research on what goes on in schools, but how can school leaders sort credible findings from dubious claims and use these to make informed decisions that benefit their schools? How can abstract ideas from research be translated into dynamic plans for action? This book is a practical guide to evidence-based school leadership demonstrating the benefits that can be gained from engaging with robust educational research and offering clear guidance on applying meaningful lessons to practice. Topics include: (1) What is evidence-based school leadership and why does it matter?; (2) How to collect data from your own school and how to analyse this evidence in order to inform strategic leadership decisions; (3) Models for implementing school improvement and change; and (4) Leadership skills for fostering a culture of evidence-based practice. This is essential reading for senior and middle leaders in educational organisations who aspire to lead effective schools with high levels of staff well-being and enhanced outcomes for the learners they teach.

The primary aim of this dissertation is to contribute to an increased understanding of the information utilization process through studying impeding process determinants, information barriers, and how they might be tackled by pedagogical means. The study uses a qualitative approach within the tradition of action research. Case studies were made of the information situations of 23 managers from small manufacturing wood and mechanical industries. The project comprises: (1) diagnosis (in-depth interviews), focusing on barriers to information utilization; (2) planning and implementation of an educational intervention, focusing on how to minimize barriers; (3) evaluation of the intervention (interviews) to ascertain its effects; and (4) follow-up study (in-depth interviews) after several years. The results are described in terms of antecedent, process, and outcome variables. Perceived information barriers are analyzed at the individual, organization, and society level. Results indicate that information utilization reflects both person and situation. The managers' information utilization behavior is based on and controlled by his perceptions of the information situation at hand and memory representations from the past. It is shown that, mediated by motivational and other affective states, the quality of these representations, of which perceived information barriers are important constituents, guide his information utilization behavior. Results further indicate that educational measures seem to be a feasible way of minimizing certain barriers through information literacy. (Contains 346 references.) (Author/MES)

Most published research on the superintendency has failed to examine the voices of female superintendents. Today, white males make up approximately 85% of superintendents, rendering female responses to the superintendency almost non-existent. This study, commissioned by the American Association of School Administrators, provides a historical overview of women in top leadership positions. This book examines what drives some women educators to accept the challenge of becoming a superintendent and what drives others to remain complacent as middle management. The authors profile a number of women who spend their lives at the top of the school system. This comprehensive book is the only large national study entirely dedicated to women's leadership. It will be of interest to all educators. Following the Introduction entitled "The Yellow Wood-- The Terrain of Uncommon Roads," the book contains three sections and seven chapters. Section One, Considering the Terrain, contains: (1) An Uncommon History; and (2) Aspiration and Uncommon Roads. Section Two, Considering the Top, contains: (3) Standing at the Fork in the Road; and (4) Choosing the Road Less Traveled. Section Three, Poised on Top, contains: (5) Profile of Women Superintendents; (6) Women of Color: Superintendents and Assistant/Associate/Deputy Superintendents; and (7) Conclusion: Flow in the Superintendency. The Appendix presents "Design of the Study."

Business education is a critical ingredient in establishing a viable middle class of managers in transitioning and developing economies. Compiled in association with the Center for International Business Education and Research, this comprehensive examination of business and management education, pedagogical models, and curricula innovations in institutions around the world is the first such work to emphasize emerging markets. This volume contains six parts. Part I, Indian Subcontinent, contains: (1) Quality in Business Education: A Study of the Indian Context (Vipin Gupta, Kamala Gollakota, and Ancheri Sreekumar); (2) Governance of Publicly Funded Business Schools: The Current Debate in India (Vipin Gupta and Kamala Gollakota); (3) Engineer as Entrepreneur: A Necessity for Successful Product Innovation in the Small-scale Industry Sector in India (V.P. Wani, T.K. Garg, and S.K. Sharma); (4) Undergraduate Curriculum in India: The Corporate Context (Raj Agrawal); and (5) Management Education in Nepal: A View from the High Country (Alfred Rosenbloom and Bijay K.C.). Part II, Russian Federation, contains: (6) Entrepreneurship Training in Postcommunist Europe (Leo Paul Dana); (7) Recent Developments in Accounting Education in Russia (Galina G. Preobragenskaya and Robert W. McGee); and (8) Developing Key Skills in Russian Business Education: A Comparison Between U.K. and American Business Programs (Scott G. Dacko). Part III, Transitioning Europe and Central Asia, contains: (9) Business Education in the Former Soviet Union Republic of Kazakhstan: A Former Dean's Perspective (Dai Rao and Liza Rybina); (10) Entrepreneurial Behavior in the Academic Environment: The Case of the Lviv Institute of Management (Sharon V. Thach, Serhiy Gvozdiov, and Galen Hull); (11) The Internationalization of Business Education in Lithuania: The Vilnius University Master Program in International Business (Vytautas Pranulis and Audra I. Mockaitis); (12) Reforming Accounting Education in Armenia (Robert W. McGee); (13) Educating Professors in a Transition Economy: A Case Study of Bosnia and Herzegovina (Robert W. McGee); and (14) Is Albania Ready for a Business School Model? Diagnosis and Prospects (Vera Ivanaj, Silvester Ivanaj, and Palok Kolnikaj). Part IV, Latin America, contains: (15) Toward the Internationalization of Business Education in Latin America (Jaime Ortiz); (16) University Entrepreneurship Education in Argentina: A Decade of Analysis (Sergio Postigo and Fernanda Tamborini); (17) Undergraduate Students as a Source of Potential Entrepreneurs: A Comparative Study Between Italy and Argentina (Sergio Postigo, Donato Iacobucci, and Maria Fernanda Tamborini); and (18) Business Education in Chile: A Case Study for Successful Transition to Market Economy in Developing Countries (Maria-Teresa Lepeley). Part V, Africa and Near East, contains: (19) Management Education in Developing Countries: What Can Business Schools Contribute? (Guy Pfefferman); (20) Education, Management, and the World's Work: Leadership Traits of Educators in Undeveloped and Developing Countries Focusing on Uganda in Sub-Saharan Africa (Romie F. Littrell and Peter Baguma); (21) Research Capacity Building: A North-South Knowledge Transfer Project (Jan-Erik Jaensson and Lettice Rutashobya); (22) Reengineering Business Education: A Case Study of the "Modular Curriculum" of Sakarya University (Rana Ozen Kutanis and Serkan Bayraktaroglu); and (23) Open vs. Closed Minds: Lessons in Management Education from the International Leadership Development Academy in Ghana (Earl N. Caldwell II and Vanessa Gail Perry). Part VI, China, contains: (24) Distance Learning Education in China (Jonatan Jelen and Ilan Alon); and (25) Educating Future Marketing Professionals in China (Ilan Alon and Le Lu). A foreword by Ben L. Kedia and index are included.

This study on collegiate middle managers examines: the effects of federal compliance requirements on collegiate administrators; the cause of growth, elaboration, and differentiation in middle-level collegiate administration; the functions, status, roles, and values of mid-level administrators; and the role of national occupational associations for professional standing. Data were gathered from a literature review, a survey research questionnaire, and structured interviews with more than 200 administrators, faculty, and search committee chairpersons at 18 colleges and universities of different sizes and types. A survey also was conducted of the staff aides and directors of House of Representatives and Senate committees concerned with postsecondary education legislation, the executives of higher education associations in Washington, and the officials at Executive branch agencies. Collegiate mid-level administrators were considered to be the deans and directors of support services. Presidents, provosts, academic deans, department chairpersons, and librarians were excluded. The following topics are considered: sources of administrators and their background and training; career paths, mobility, and organizational commitment; administrators' rights and grievance procedures; women and minorities in middle management; communication on campus; liability of administrators; satisfactions and incentives for increased competence and performance; training and development; role conflicts among collegiate middle managers; and professional associations. Recommendations and a bibliography are included. (SW)

Improving the quality of management is widely cited as one of the keys to school improvement. In the United Kingdom, the Teacher Training Agency (TTA) identifies the quality of management at the headteacher and middle-management levels as an essential area for development. This book supports the personal and professional development required for making the transition from classroom teacher to middle manager. The chapters, arranged in 5 parts, draw on the contributors' experiences as middle managers, researchers, and teachers working with schools on school-improvement issues. Chapters include the following: (1) "Middle Management at the Centre of School Improvement" (Ian Terrell); (2) "Competence, Reflection, and Improvement" (Ian Terrell); (3) "The Wider Contribution to the Teacher Profession" (Marilyn Leask); (4) "Values, Beliefs, Vision: Where Do You Stand?" (Marilyn Leask, Ian Terrell, and Gill Venn); (5) "The Nature of Organisations" (Ian Terrell); (6) "International Perspectives" (Australia: Laurie Wheldon; The Netherlands: Bert Creemers; Norway: Trond Hauge; Singapore: Low Guat Tin and Lim Lee Hean; Sweden: Mikael Alexandersson and Rolf Lander; USA: Doris Henry; Ghana: I. T. Oferi; Israel: Batia Brauner); (7) "Leadership from the Middle" (Ian Terrell); (8) "Getting the Best Out of Your Staff" (Ian Terrell); (9) "Talking About Good Teaching and Learning" (Gill Venn); (10) "Raising Attainment Through Improving Teaching and Learning" (Ian Terrell, Kath Terrell, and Steve Rowe); (11) "Turning Your Vision to Action: The Planning Process" (Marilyn Leask); (12) "Keeping Up the Momentum: Evaluating and Monitoring Your Plans" (Marilyn Leask); (13) "Making Time for Management" (Ian Terrell and Kath Terrell); (14) "Administration" (Marilyn Leask); (15) "Finance and Material Resources" (Paul Tompkins); (16) "The Selection of Staff" (Kath Terrell); and (17) "Your Future" (Marilyn Leask). The appendix contains principles of effective teaching and learning from the Queensland (Australia) Department of Education. An index, 15 figures, and 29 tables are included. (Contains 190 references.) (LMI)

This book chronicles and examines the transition that is taking place in female/male relationships in American organizations. The book offers two types of useful information to people who currently work or anticipate working in organizations--insight into themselves in relation to the managerial role, and insight into how other people in organizations relate to and conduct themselves in their own work roles. Chapter 1 provides a historical perspective on the economic roles of women and men. Chapter 2 examines individual differences that affect the behavior of women and men at work and the origins of these differences. The third chapter explores how individuals and organizations make decisions about whether to establish an employment relationship with each other. The effects of gender stereotypes on the work relationships between male and female peers are examined in the fourth chapter. Chapter 5 considers issues pertaining to the expression of sexuality in the workplace, which may consist of sexual harassment as well as organizational romances. The sixth chapter extends the analysis of the effects of gender stereotypes to the work relationships between managers and their subordinates. The career and life patterns typically followed by men and women are described in the seventh chapter. Chapter 8 investigates issues related to the promotion of equal opportunity and appreciation of cultural diversity in organizations, and chapter 9 presents two alternative scenarios for the future. One figure and 11 tables are included. References accompany each chapter; contains 44 additional references. (LMI)

This monograph, intended for a broad range of student affairs practitioners, provides eight papers on mid-level managers in higher education student affairs whose needs have perhaps been subsumed within other aspects of career tenure or career specialty. The following papers are included: "Defining Student Affairs Mid-management" by Robert B. Young; "Moving In, Out, Up, or Nowhere? The Mobility of Mid-managers" by Meg Benke and Carol S. Disque;"Mid-management Role Issues: Expectations, Conflicts and Ambiguities" by J. Roger Penn; "Press and Stress: A Comparative Study of Institutional Factors Affecting the Work of Mid-managers" by Janet White, Laura Webb, and Robert B. Young; "Through the Looking Glass: A Case Study of Perceptions of and about Mid-managers" by Frances Lucas;"Professional Development and Career Issues for Mid-managers" by D. Stanley Carpenter; "Professional Development Strategies" by William A. Bryan and Richard H. Mullendore; and "Making the Most of Mid-management" by Robert B. Young. Most of the chapters offer extensive references. (JB)

This collection of articles is designed to help metropolitan school principals meet the challenges of their positions. It is especially concerned with how principals can contribute to effective education for students of markedly heterogenous backgrounds. The authors deal with such issues as the principalship and metropolitan administration, the actual role of principals, and principals' relationships to administrators, teachers, and students. Articles included are "The Principalship as a Career" by Edwin M. Bridges; "What Principals Do: A Preliminary Occupational Analysis" by Salley Columbus, R. Bruce McPherson, and Melany E. Baehr; "The Principal against the System" by Bernard C. Watson; "A View of the Leadership Shortage in School Buildings" by William W. Wayson; "Creating a New Era for Schools and Communities" by James G. Cibulka; "The Social Context of Urban Education" by Daniel U. Levine; "Education and Ethnicity" by Rodney J. Reed; "Development of a Program" by Staten W. Webster; "Students' Rights" by Michael E. Manley-Casimir; "The Principal as a Moral Actor" by Francis Schrag; "What Principals Should Know about Teachers" by Gertrude H. McPherson; "Collective Bargaining and the Principal" by Frank W. Lutz and William E. Caldwell; "The Future of Middle Management in Education" by Bruce S. Cooper; "Principalship in an Economic Context" by K. George Pedersen; and "Women as Principals: Their Performance as Educational Administrators" by Joan D. Meskin. (Author/JM)

A discussion among student personnel administrators of how they had come to careers in student affairs, of the complexities of making choices for personal and professional development, and of advice they wished they had received from, or would like to give to, others in the field led to the development of this monograph. Articles include: (1) "Careers in Student Affairs: An Introduction" (Arthur Sandeen); (2) "Preparing for Student Personnel in the 1980s" (Robert H. Shaffer); (3) "The New Professional" (Alan F. Kirby); (4) "The Middle Management Professional" (Orcilia Z. Forbes); (5) "Thoughts on Career Advancement" (Edward E. Birch); (6) "Once Upon a Time in the West: One Woman's Path to the Vice-Presidency" (Peggy Elder); and (7) "Summary Thoughts and a Look to the Future" (Lelia Moore). The articles deal with the past, present, and future of the student personnel profession and the profession's central role in higher education. Specific suggestions are given on what the field needs now and will need in the future from its practitioners in the way of skills, a knowledge base, and attitude toward change. A selected bibliography is included. (NB)