Introduction to Educational Leadership & Organizational Behavior, by Patti Chance
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Introduction to Educational Leadership & Organizational Behavior, by Patti Chance
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Like the bestselling first edition, this introductory textbook succinctly presents concepts and theories of educational leadership and organizational behavior and immediately applies them to problems of practice. The second edition includes a new chapter on organizational culture, expanded overage of organizational structure, systems, and leadership, and additional case studies and scenarios representing real problems of practice.
Introduction to Educational Leadership & Organizational Behavior, by Patti Chance- Published on: 2015-09-29
- Original language: English
- Dimensions: .0" h x .0" w x .0" l, .0 pounds
- Binding: Hardcover
- 246 pages
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4 of 4 people found the following review helpful. Helpful, engaging By Melanie G. Wilderman The objectives in this textbook are clear: the writer wants to add a practical work to the body of organizational and leadership theory for education practitioners that addresses the theories in a way which clearly indicates their usefulness in practice. This tone is established in the opening story of a newly-graduated scholastic school administrator who is told what she learned in her classes will not be very useful in the "real world." This, the author indicates, is a sad situation that needs to be addressed. Themes of the text include 1) examining organizational structure and the components necessary to understanding educational institutes' operations and 2) understanding leadership processes as they relate to schools' effectiveness. The culture of an organization is given specific consideration as the author describes that it may be "the most important thing to which educational leaders attend, and it is fundamental to leadership. One who leads a school must thoroughly understand its culture and either commit to maintain the school's values and beliefs or work to change them," (p. 63).The book begins with an overview of the history of organizational theory including the classical approach (akin to assembly line), behavioral approach (considers more of the human dynamic) and systems approach (views organizations as living organisms). The second chapter introduces typologies used to categorize organizational structure. This section also provides an elaborate look at the possible roles education may play in society and how those roles have changed over time. One concept that is particularly helpful in understanding contemporary educational challenges is the idea of persistent dilemmas which constantly "push against one another, causing tension or conflict within the organization," (p.29) and the author identifies both internal and external dilemmas schools will likely face. In chapter three the information concerning systems theory helps practitioners understand that an organization may be beyond linear, rational or bureaucratic classifications and that there is an "interplay between formal and informal systems" (p. 56).Chapter seven is perhaps one of the most effective for showing the theory to practice connection. In dealing with motivation as it relates to leadership (and therefore organizational effectiveness) Chance is particularly successful in helping the reader understand why people may behave in certain ways, the environmental components that may affect behavior and the impact various leadership behaviors can have on schools. She explains, "Motivation is inextricably tied to the tasks of educational leadership as school leaders strive to develop an effective learning environment where teachers are motivated to teach and students are motivated to learn," (p. 144). Chapter 10 deals with a very current issue that those currently working in educational leadership will recognize: increasingly being a change agent. For students this will be a useful chapter in preparation for the potential changes they will be asked to make and the fallout that happens when few if any of the stakeholders seem pleased with the changes.A particular strength of the text is in the structure in which the author uses the applied case studies. Each chapter ends with a case study and analysis to help illustrate how the theories discussed translate to an educational setting. Because each chapter ends this way, it helps the reader understand the intricate theories that have been introduced. This would be especially helpful to the beginning master's student who can sometimes have a problem connecting theory to practice. An additional strength is how leadership theory and practice are woven into many facets of the text and can be used to help those in education understand the types of leaders they may be, the types of leaders their colleagues may be, as well as what types of leadership (transformational, transactional, visionary, moral, etc.) may be appropriate and most effective in various contexts and how leadership strategies can impact the various stakeholders in an institution. The author also suggests moving past stereotypical labels for leaders and managers (calling this too simplistic) and attempts a deeper understanding of the differences and overlaps of the two roles (another showcase of using theory to move toward practice).A possible weakness in the text may be a lack of practical application for dealing with conflict management in school scenarios. The concept is present in the text, but readers may get the idea that conflict avoidance is the better path for leaders. Much leadership research would suggest otherwise. I don't believe the author's intent was to suggest avoiding conflict; however, there is not as much attention in this area as in others.The text is suitable for current education practitioners and those studying the field. I would recommend the book for master's level classes on scholastic education research, theory and/or organizational structure. The book is extremely painless to follow with bulleted lists of how each chapter will be applicable to school leaders, the case study examples, and suggestions for student exercises. The author meets her intended goal of writing a book for educational leaders who wish to find a way to connect theory and practice. If the provided case studies do not help readers draw theory to practice conclusions, I am not sure what can.
2 of 2 people found the following review helpful. Not bad for a text book By B. Dignan-Cummins I never thought I would ever give a text book anything above average, but this book was well laid out, provided nice easy to relate to references, and didn't talk above you. It was a shorter read than some of the other text books that I had to get and still gave the same full information. A nice reference.
0 of 0 people found the following review helpful. Collegial text. By Geekeew Not bad once you get accustomed to the writing style. Very textbook like. Read and reread. Packed with educational terminology that could be simplified. Relieved to have completed it.
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