Both the theory and practice of educational administration have undergone major changes in recent years. There is now more theoretical diversity in the field than at any other time, with influences from traditional and post-positivist science, subjectivism, ethics, critical theory and cultural studies. Similarly, social, political and economic factors have brought about new approaches to practice. Schools administration in particular is increasingly being dominated by decentralization and pressures for accountability on curriculum and educational outcomes.
Educational Administration is the first Australian text to offer a comprehensive survey of theory, context and practice. It includes chapters from leading Australian scholars such as Richard Bates, Hedley Beare, Brian Caldwell, Gabriele Lakomski and Fazal Rizvi.
Table of Contents
Colin W. Evers and Judith D. Chapman
1 Theory in Educational Administration 1
Gabriele Lakomski and Colin W. Evers
2 Educational Organisations as Systems 18
Gabriele Lakomski and Felicity Haynes
3 Subjectivity and the Creation of Organisations 34
Peter C. Gronn
4 Critical Theory of Educational Administration 49
5 Cultural Theory in Educational Administration 60
6 Ethics in Educational Administration 81
7 Towards Coherence in Administrative Theory9 7
Colin W. Evers and Gabriele Lakomski
8 Cross-national Exchange and Australian Education Policy1 10
9 New Patterns for Managing Schools and School Systems 132
10 The Provision of Non-government Schooling in Australia:
Retrospect and Prospect 153
Maurice Ryan and Helen Sungaila
11 The Provision of Education and the Allocation of Resources 170
Colin Evers is Associate Professor in the Faculty of Education at Monash University in Melbourne and co-author of Knowing Educational Administration. Judith Chapman is Professor of Education at the University of Western Australia and editor of School-Based Decision-Making and Democracy and Bureaucracy.