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1.4 Theories of educational management  (Page 28/29)

Bush, T.&Glover, D. (2002). School leadership: Concepts and evidence. Nottingham: National College forSchool Leadership.

Campbell-Evans, G. (1993). A values perspective on school-based management. In C. Dimmock (Ed.), School-based management andschool effectiveness. London: Routledge.

Chapman, J. (1993). Leadership, school-based decision-making and school effectiveness. In C. Dimmock (Ed.). School-based management andschool effectiveness. London: Routledge.

Cohen, L., Manion, L.&Morrison, K. (2000). Research methods in education (5th Ed.). RoutledgeFalmer:London.

Cohen, M. D.&March, J. G. (1986). Leadership and ambiguity: The American college president. Boston:The Harvard Business School Press.

Copland, M., Darling-Hammond, L., Knapp, M., McLaugghlin, M.&Talbert, J. (2002). Leadership for teaching and learning: A framework for research and action. New Orleans:American Educational Research Association.

Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. Albany, NY: StateUniversity of New York Press

Davies, J.L.&Morgan, A. W. (1983). Management of higher education in a period of contraction anduncertainty. In O. Body-Barrett, T. Bush, J. Goodey, J. McNay&M. Preedy (Eds.). Approaches to post school management. London: Harper and Row.

Dimmock, C. (1999). Principals and school restructuring: Conceptualising challenges as dilemmas. Journal ofEducational Administration, 37(5), 441-462.

Dimmock, C.&Walker, A. (2002b). School leadership in context–societal and organizational cultures. In T. Bush and L. Bell (Eds.). The principles and practice of educationalmanagement. London: Paul Chapman.

Dressler, B. (2001). Charter school leadership. Education and Urban Society, 33(2), 170-185.

Enderud, H. (1980) Administrative leadership in organised anarchies, International Journal of InstitutionalManagement in Higher Education, 4(3), 235-53.

English, F. (2002). Cutting the Gordian Knot of educational administration: The theory-practice gap, The Review,XLIV (1), 1-3.

Glaser, B. G. and Strauss, A. L. (1967). The Discovery of Grounded Theory, Weidenfeld and Nicolson, London.

Greenfield, T. B. (1973). Organisations as social inventions: rethinking assumptions about change, Journal of Applied BehaviouralScience, 9: 5, 551-74.

Greenfield, T. B. (1975). Theory about organisations: a new perspective and its implications for schools, in M. Hughes (Ed.)Administering Education: International Challenge, Athlone Press, London.

Greenfield, T. B. (1979). Organisation theory is ideology, Curriculum Enquiry, 9: 2, 97-112.

Griffiths, D. (1997). The case for theoretical pluralism, Educational Management and Administration, 25 (4), 371-380

Handy, C. (1993). Understanding Organizations, Penguin, London.

Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers”Work and Culture in the Postmodern Age, Cassell, London.

Hargreaves, D. (1999). Helping practitioners explore their school”s culture, in J. Prosser (Ed.). School Culture, Paul Chapman, London.

Hodgkinson, C. (1993). Foreword, in T. B. Greenfield and P. Ribbins (eds.). Greenfield on Educational Administration, Routledge,London.

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OpenStax, Organizational change in the field of education administration. OpenStax CNX. Feb 03, 2007 Download for free at http://cnx.org/content/col10402/1.2
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