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The SAGE Handbook of School Organization
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The SAGE Handbook of School Organization

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Education

December 2018 | 752 pages | SAGE Publications Ltd

The SAGE Handbook of School Organization provides a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights school and system organisational structure, processes and dynamics coupled with insights into important theoretical foundations from diverse perspectives.

 

This volume is designed to provide a much-needed, critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organisations operate.

 

Michael Connolly, David Eddy-Spicer, Chris James & Sharon Kruse
Chapter 1: Introduction to the handbook
 
Part 1: Schools as organizations
Bob L. Johnson Jr.
Chapter 2: Organizations, organizing, and schools: Accessing Theoretical Tools and Models in Organization Theory
Daniel L. Duke
Chapter 3: Historical Perspectives on Schools as Organizations
 
Part 2: The leadership, management and governance of schools as organizations
Tony Bush
Chapter 4: Conceptions of the leadership and management of schools as organizations
Stephen L. Jacobson
Chapter 5: Managing the School Organization
Gary L. Anderson& Ethan Chang
Chapter 6: Competing Narratives of Leadership in Schools: The Institutional and Discursive Turns in Organizational Theory
Catherine Farrell
Chapter 7: Governing and Governance of Schools as Organizations
 
Part 3: Theoretical perspectives on schools as organizations
Scott C. Bauer & S. David Brazer
Chapter 8: Structural perspectives on schools as organizations
Ebony N. Bridwell-Mitchell
Chapter 9: Too Legit to Quit: Institutional Perspectives on the Study of Schools as Organizations
Philip A. Woods
Chapter 10: School Organisation: Authority, Status and the Role of Love as an Integrative Power
Michael Connolly & Sharon D. Kruse
Chapter 11: Organizational Culture in Schools: A Review of Widely Misunderstood Concept
Priscilla Wohlstetter & Angela Gargaro Lyle
Chapter 12: Inter-Organizational Networks in Education
Izhak Berkovich & Ori Eyal
Chapter 13: Feelings, moods, and emotion in schools: Affective perspectives
David H. Eddy-Spicer & Chris James
Chapter 14: Boundary perspectives on schools as organizations
Chen Schechter & Haim Shaked
Chapter 15: Systems Thinking in School Organization
Peter Sleegers, Nienke Moolenaar & Alan J. Daly
Chapter 16: The Interactional Nature of Schools as Social Organizations: Three Theoretical Perspectives
Jaap Scheerens
Chapter 17: School Effectiveness and School Organization
Kathleen Lynch
Chapter 18: Inequality in Education: What Educators Can and Cannot Change
Jill Blackmore
Chapter 19: Theorising schools as organisations from a feminist perspective
Katherine Cumings Mansfield
Chapter 20: Queer theory perspectives on schools as organizations
 
Part 4: Organizing in Schools
Megan Tschannen-Moran
Chapter 21: Organizing in schools: A matter of trust
Howard Stevenson
Chapter 22: Understanding schools as organisations and the role of organised teachers: Perspectives on teachers' work and teacher unions
Melanie Ehren
Chapter 23: Schools as organizations: Accountability concerns
Daniel Muijs
Chapter 24: Organizational performance metrics for schools
Chen Yong Tan & Clive Dimmock
Chapter 25: National and transnational influences on school organization
Stephanie Chitpin & Colin W. Evers
Chapter 26: Decision-making and the school organization
Eric C.K. Cheng & John Chi-kin Lee
Chapter 27: Lesson Study: Curriculum Management for 21st Century Skills
Donald J. Peurach, William R. Penuel & Jennifer Lin Russell
Chapter 28: Beyond Ritualized Rationality: Organizational Dynamics of Instructionally-Focused Continuous Improvement
Julie W. Dallavis & Mark Berends
Chapter 29: Parental Involvement in Schools as Organizations: Examining Consistent Benefits, Persistent Challenges, and Emerging Issues
Andrew Wilkins
Chapter 30: Assembling schools as organisations: On the limits and contradictions of neoliberalism
Vincent Cho, Virginia Snodgrass Rangel, Anna Noble
Chapter 31: The digital age: Exploring the relationship between technology and schools organization
Christopher Chapman
Chapter 32: School-to-School Collaboration: Building collective capacity through collaborative enquiry
Daniel N. Sifuna
Chapter 33: Achieving Education for All: Organizational Issues in African Primary Schools
Pamela Woolner and Cynthia L. Uline
Chapter 34: The School Building as Organizational Agent: Leveraging Physical Learning Environments to Advance the Educational Enterprise
 
Part 5: Researching schools as organizations
Joelle Rodway & Alan J. Daly
Chapter 35: Defining Schools as Social Spaces: A Social Network Approach to Researching Schools as Organizations
Alice Huguet, Lok-Sze Wong, Christopher W. Harrison, Cynthia E. Coburn, & James P. Spillane
Chapter 36: Research use in schools: Theory and Evidence - A framework for understanding research use in school-level decision making
Andrew Townsend
Chapter 37: Practitioner research in schools as organizations
Cristian Bellei, Liliana Morawietz, Juan Pablo Valenzuela & Xavier Vann
Chapter 38: Critical issues for the study of school improvement: Contributions from a research program in Chile
Rick Mintrop, Elizabeth Zumpe, & Mahua Baral
Chapter 39: Design-Based School Improvement and Research for Education Leaders
Michael Connolly, David H. Eddy-Spicer, Chris James & Sharon Kruse
Chapter 40: Summary and reflections

The application of Organization Theory to Education has been a somewhat neglected area of study in recent years. Yet with so many school systems undergoing radical change it has never been more relevant. This volume draws on the expertise of a highly respected group of authors and promises to be a comprehensive and significant overview of the field.

Professor Tim Simkins
Sheffield Hallam University

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Michael Connolly

Michael Connolly is Emeritus Professor of Public Policy and Management, University of South Wales, UK, as a Visiting Professor of Education and Policy, University of Bath, UK.  In addition, he is a Fellow of the Learned Society of Wales. Professor Connolly has published a number of books, chapter in books and articles on education policy and management, learning in Higher Education as well as papers on public policy in Northern Ireland.  Michael has been a co-editor of Pubic Money and Management, book editor of Public Administration and a member of number of editorial Boards for a range of academic journals.   His... More About Author

David H. Eddy-Spicer

David H. Eddy-Spicer is an Associate Professor in the Department of Leadership, Foundations and Social Policy at the Curry School of Education, University of Virginia. He holds a doctorate from the Harvard Graduate School of Education and has served on the faculties of the University of Bath, UK, and the UCL Institute of Education, London. His primary research interest focuses on the development of collective capacity for continuous improvement in struggling schools through interorganizational connections. He has expertise in program evaluation, case study research, realist synthesis, and the design and evaluation of professional learning... More About Author

Chris James

Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches and teaches educational leadership, management and governance. During his career, Chris has published over 100 journal articles/book chapters and written 15 books/major reports. His research interests include the organizational dynamics of schools and colleges as institutions and in particular: leadership influence; the importance of management; the affective aspects of organizing in schools, the organizational complexity of schools as institutions; and the way people make their surroundings. Chris... More About Author

Sharon D. Kruse

Dr. Sharon D. Kruse is Academic Director and Professor at Washington State University- Vancouver. Her scholarship broadly addresses two concerns, (1) to help teachers and school leaders better understand the key role leadership plays in schools and (2) to explore how education is currently structured and influenced by social and organizational complexity. Kruse’s work focuses on understanding how schools can be better places for the children who attend them and the teachers who work in them. By focusing on the ways issues are framed, decisions are made and problems are identified she seeks to understand how schools can better educate and... More About Author

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ISBN: 9781526420664
£120.00