RECOMMENDED READING AND SELECTED BIBLIOGRAPHY FOR EDLPS 570:

Baldwin, J. H. (2006). Who's next? Questioning the future of museum leadership in New York State. Troy, NY: Museum Association of New York.

Bottery, M. (1992). The ethics of educational management: personal, social and political perspectives on school organization. London: Cassell.

Burns, J. M. (1978). Leadership. New York: Harper and Row.

Carr, W. (1985). Philosophy, values, and educational science. Journal of Curriculum Studies, 17(2), 119-132.

Carr, W. (1995). Education and democracy: Confronting the postmodern challenge. Journal of Philosophy of Education, 29(1), 75-91.

Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. London: Falmer.

Chrispeels, J. (Ed.), Learning to lead together: The promise and challenge of sharing leadership. Thousand Oaks, CA: Sage.

Duignan, P. A. (1997, October). The ideal and the ethics of authenticity in leadership. Paper presented at the annual meeting of the University Council for Educational Administration, Orlando, Florida.

Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University.

Evers, C. & Lakomski, G. (1991). Knowing educational administration. Oxford: Pergamon.

Foster, W. (1980). Administration and the crisis in legitimacy: A review of Habermasian thought. Harvard Educational Review, 50(4), 496-505.

Foster, W. (1986). The reconstruction of leadership. Deakin, Victoria: Deakin University.

Foster, W. (1989). The administrator as a transformative intellectual. Peabody Journal of Education, 66(3), 5-18.

Foster, W. (1989, March). School leaders as transformative intellectuals: A theoretical argument. Paper presented at the annual meeting of the American Educational Association, San Francisco, California.

Foster, W. (2004). The decline of the local: A challenge to educational leadership. Educational Administration Quarterly, 40(2), 176-191.

Gibson, R. (1986). Critical theory and education. London: Hodder & Stoughton.

Giddens, A. (1981). A contemporary critique of historical materialism. London: Macmillan.

Giddens, A. (1982). Sociology: A brief but critical introduction. London: Macmillan.

Giddens, A. (1984). The constitution of society. Cambridge: Polity Press.

Giroux, H. (1981). Culture and rationality in Frankfurt school thought: Ideological foundations for a theory of social education. Theory and Research in Social Education, 9(4), 17-56.

Giroux, H. (1983). Critical theory and educational practice. Geelong, Australia: Deakin University.

Glickman, C. D. (2003). Holding sacred ground: Essays on leadership, courage, and endurance in our schools. San Francisco: Jossey-Bass.

Grace, G. (1995). School leadership: Beyond educational management. London: Falmer.

Guess, R. (1981). The idea of a critical theory: Habermas and the Frankfurt school. Cambridge: Cambridge University Press.

Habermas, J. (1972). Knowledge and human interests. London: Heinemann.

Haring-Hidore, M. (1990). Women administrator's ways of knowing. Education and Urban Society, 22(2), 170-181.

Harrison, J. (2005). Shaping collaboration: Considering institutional culture. Museum Management and Curatorship, 20(3), 195-212.

Harvey, D. (1990). The condition of postmodernity. Oxford: Blackwell.

Held, D. (1980). Introduction to critical theory. Berkeley: University of California.

Hodgkinson, C. (1978). Towards a philosophy of administration. Oxford: Basil Blackwell.

Hodgkinson, C. (1983). The philosophy of leadership. Oxford: Basil Blackwell.

Kempner, K. (1989). Getting into the castle of educational administration. Peabody Journal of Education, 66(3), 104-123.

Kincheloe, J. L., & Steinberg, S. R. (1993). A tentative description of post-formal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63(3), 296-320.

Lakomski, G. (1987). Critical theory and educational administration. Journal of Educational Administration, 25(1), 85-100.

Lather, P. (1986). Research as praxis. Harvard Educational Review, 56(3), 257-277.

Lincoln, Y. S. (1989). Critical requisites for transformational leadership: Needed research and discourse. The Urban Review, 66(3), 176-181.

McCarthy, C. (1978). The critical theory of Jurgen Habermas. London: Hutchinson.

MacLeod, S. (2006). Civil disobedience and political agitation: the art museum as a site of protest in the early twentieth century. Museum and Society, 5(1) 44-57.

Minich, P. J., & Deal, T. E. (2003). Sick patient, sicker system: How clinician leaders become system healers. Nashville, TN: Peter Minich.

Nias, J. (1987). Seeing anew: Teachers' theories of action. Geelong, Victoria, Australia: Deakin University.

Polanyi, M. (1962). Personal knowledge. Chicago: University of Chicago.

Portin, B. (2003). Making sense of leading schools. Seattle, WA: Center for Reinventing Public Education.

Quinnan, T. W. (1997). Adult students "at-risk." Culture bias in higher education. Westport, CT: Bergin & Garvey. (see ED 412 365)

Ranson, S., & Stewart, J. (1994). Management for the public domain. New York: St. Martin's Press.

Ribbins, P. (1985). Organisation theory and the study of educational institutions. In M. Hughes, P. Ribbins, H. Thomas (Eds.), Managing education: The system and the institution (223-261). London: Holt, Rinehart & Winston.

Roderick, R. (1986). Habermas and the foundations of critical theory. Basingstoke: Macmillan.

Sachs, J., & Logan, L. (1990). Control or development? A study of inservice education. Journal of Curriculum Studies, 22(5), 473-481.

Sergiovanni, T. J. (1998). Leadership as pedagogy, capital development and school effectiveness. International Journal of Leadership in Education, 1(1), 37-46.

Shapiro J. P., & Stefkovick, J. A. (Eds), Ethical leadership and decision making in education. Mahwah, NJ: Lawrence Erlbaum.

Smyth, J. (Ed.). (1993). A socially critical view of the self-managing school. London: Falmer.

Southworth, G. (1995). Looking into primary headship: A research based interpretation. London: Falmer.

Southworth, G. (1998, April). Primary school leadership in England: Transformational or just transformed? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Starratt, R. J. (2003). Centering educational administration: Cultivating meaning, community and responsibility. Mahwah, NJ: Lawrence Earlbaum.

Stenhouse, L. (1983). Authority, education and emancipation. London: Heinemann.

Thrupp, J., & Willmott. (2003). Educational management in managerialist times: Beyond the textual apologists. Maidenhead, UK: Open University.

Toepler, S. (2006). The Role and Changing Face of Non-market Provision of Culture in the United States. Museum International, 58 (4), 55-63.

Walker, M. (1988). Thoughts on the potential of action research in South African schools. Cambridge Journal of Education, 18(2), 147-153.

Walker, M. (1991). Reflective practitioners: A case study in facilitating teacher development in four African primary schools in Cape Town. Ph.D. dissertation, University of Cape Town, South Africa.

Watkins, P. (1986). A critical review of leadership concepts and research: The implications for educational administration. Geelong, Victoria: Deakin University Press.

White, P. (1996). Civic virtues and public schooling: Educating citizens for a democratic society. New York: Teachers College.

Williams, P. B. (1985). Educational Excellence in Art Museums: An Agenda for Reform. Journal of Aesthetic Education. 19(2), 105-23.

Wing, R. L. (1986). The Tao of power. Garden City, NY: Doubleday/Dolphin.