Cognitive Perspectives on Educational Leadership. Critical Issues in Educational Leadership Series.

Autor/in	und weitere
Sonst. Personen	Hallinger, Philip (Hrsg.)
Institution	National Center for Educational Leadership, Nashville, TN.
Titel	Cognitive Perspectives on Educational Leadership. Critical Issues in Educational Leadership Series.
Quelle	(1993), (304 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-3277-X
Schlagwörter	Administrator Education; Cognitive Processes; Cognitive Psychology; Cognitive Structures; Cognitive Style; Decision Making; Educational Administration; Elementary Secondary Education; Higher Education; Leadership; Leadership Training; Management Development; Problem Solving + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kognitive Psychologie; Cognitive structure; Kognitive Struktur; Cognitive styles; Kognitiver Stil; Decision-making; Entscheidungsfindung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führung; Führungsposition; Führungslehre; Problemlösen
Abstract	This book summarizes and applies the last 2 decades of research on cognitive psychology to the preparation of educational administrators. Following a foreword by Larry Cuban and an introduction by Philip Hallinger, Kenneth Leithwood, and Joseph Murphy, part 1 explores how cognitive perspectives illuminate the conceptualization of problems faced by school administrators. Chapters include: (1) "The Strategy of Teaching Strategy" (Charles T. Kerchner); (2) "Everyday Epistemology in School Leadership: Patterns and Prospects" (Lee G. Bolman and Terrence E. Deal); (3) "How CEOs Change Their Minds" (John C. Glidewell); and (4) "Pragmatism, Participation, and Duty: Value Themes in Superintendents' Problem Solving" (Tiiu Raun and Kenneth Leithwood). Part 2 investigates the nature of administrative expertise, including work drawn from studies of managerial problem solving in other organizations. Chapters include: (5) "The Development of Expertise: Implications for School Administrators" (Kathleen L. Ohde and Joseph Murphy); (6) "Practical Problem-Solving" (Richard K. Wagner); (7) "The Relationship Between Variations in Patterns of School Leadership and Group Problem-Solving Processes" (Kenneth Leithwood and Rosanne Steinbach); (8) "Trees and Forests: Details, Abstraction, and Experience in Problem-Solving" (Derek J. Allison and Patricia A. Allison); and (9) "A Theoretical View of the Development of Expertise in Credit Administration" (Frank R. Yekovich). Part 3 examines how cognitive perspectives can inform an understanding of the processes that can be used to assist school leaders in developing their craft. Chapters include: (10) "Who Ya Gonna Call? Thoughts About Teaching Problem-Solving" (John D. Bransford); (11) "Apprenticeship in Problem-Solving: Extending the Cognitive Apprenticeship Model" (Nona A. Prestine); (12) "A Design Studio for Reflective Practice" (Ann Weaver Hart); (13) "Learning from Teaching: Problems, Problem-Formulation, and the Enhancement of Problem-Solving Capability" (J. G. T. Kelsey); (14) "Problem-Based Learning in Medical and Managerial Education" (Edwin M. Bridges and Philip Hallinger); and "Conclusion: The Expertise of Educational Leaders" (Kenneth Leithwood, Philip Hallinger, and Joseph Murphy). References accompany each chapter. (LMI)
Anmerkungen	Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01