Advertisement

Persistent Difficulties with Values in Educational Administration: Mapping the Terrain

  • Malcolm J. Richmon
Part of the Studies in Educational Leadership book series (SIEL, volume 1)

Abstract

This chapter examines scholarly work in the area of values and Educational Administration, and maintains that academic inquiry into values has proceeded over the past several decades in the absence of any broadly shared conceptual agreement as to what values actually are or might be. It is argued that this conceptual incoherence hampers practitioners’ efforts to understand the role values might play in their professional lives, and ultimately hinders the development of meaningful reflective practices. To this end, it is suggested that greater clarity is needed with regards to the dimensions of difference which characterize values inquiry. Four key dimensions are proposed and discussed: knowing values, framing values, investigating values, and informing values.

Keywords

Transformational Leader School Leader Scholarly Work Educational Leadership Theory Movement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Allison, D. J. (1989, April). Toward the fifth age: The continuing evolution of academic educational administration. Paper presented at the annual conference of the American Educational Research Association, San Francisco.Google Scholar
  2. Allison, D. J. (2001). Riding the E and L roller coaster, or: How I came to fear natural coherentism. Journal of Educational Administration, 39(6), 539–553.CrossRefGoogle Scholar
  3. Allison, D. J., & Ellett, F. S. (1999). Evers and Lakomski on values in educational administration: Less than coherent. In P.T. Begley (Ed.), Values and education leadership (pp. 183–208). Albany, NY: SUNY Press.Google Scholar
  4. Ashbaugh, C.R., & Kasten, K.L. (1984). A typology of operant values in school administration. Planning and Change, 15(4), 195–208.Google Scholar
  5. Beck, C. (1993). Learning to live the good life: Values in adulthood. Toronto: OISE Press.Google Scholar
  6. Begley, P.T. (1996). Cognitive perspectives on values in administration: A quest for coherence and relativism. Educational Administration Quarterly, 32(3), 403–426.Google Scholar
  7. Begley, P.T. (1999a). Guiding values for future school leaders. Orbit, 30(1), 19–23.Google Scholar
  8. Begley, P.T. (Ed.). (1999b). Values and educational leadership. Albany, NY: SUNY Press.Google Scholar
  9. Begley, P.T. (in preparation under contract). Authentic leadership: The moral intentions of educational administration. London: Paul Chapman — Sage Publishing.Google Scholar
  10. Begley, P.T., & Johansson, O. (1998). The values of school administration: Preferences, ethics and conflicts. The Journal of School Leadership, 8(4), 399–422.Google Scholar
  11. Begley, P.T., & Leonard, P.E. (Eds.). (1999). The values of educational administration. London: Falmer Press.Google Scholar
  12. Campbell, E. (1999). Ethical school leadership: Problems of an elusive role. In P.T. Begley (Ed.), Values and education leadership (pp. 151–163). Albany, NY: SUNY Press.Google Scholar
  13. Campbell-Evans, G.H. (1991). Nature and influence of values in principal decision making. Alberta Journal of Educational Research, 37(2), 167–178.Google Scholar
  14. Cohen, L., & Manion, L. (1994). Research methods in education, fourth edition. New York: Routledge.Google Scholar
  15. Culbertson, J. A. (1988). A century’s quest for a knowledge base. In N. J. Boyan (Ed.), Handbook of research on educational administration (pp. 3–26). New York: Longman.Google Scholar
  16. Donmoyer, R. (2001). Evers and Lakomski’s search for leadership’s holy grail (and the intriguing ideas they encountered along the way). Journal of Educational Administration, 39(6), 554–572.CrossRefGoogle Scholar
  17. Evers, C., & Lakomski, G. (1991). Knowing educational administration. Toronto: Pergamon Press.Google Scholar
  18. Evers, C., & Lakomski, G. (1993). Justifying educational administration. Educational Management and Administration, 21(3), 140–152.Google Scholar
  19. Evers, C., & Lakomski, G. (1996). Exploring educational administration. Oxford: Pergamon Press.Google Scholar
  20. Evers, C., & Lakomski, G. (2000). Doing educational administration: A theory of administrative practice. Oxford: Pergamon Press.Google Scholar
  21. Frankena, W.K.. (1967). Value and valuation. In P. Edwards (Ed.), The encyclopedia of philosophy (pp. 229–232). New York: Macmillan.Google Scholar
  22. Gaus, G. (1990). Values and justification: The foundations of liberal theory. Cambridge: Cambridge University Press.Google Scholar
  23. Gensler, H.J. (1996). Formal ethics. New York: Routledge.Google Scholar
  24. Green, T.F. (1999). Voices: The educational formation of conscience. Indiana: University of Notre Dame Press.Google Scholar
  25. Greenfield, T. (1975). Theory about organizations: A new perspective and its implications for schools. In M. Hughes (Ed.), Administering education: International challenge (pp. 71–99). London: Athlone Press.Google Scholar
  26. Greenfield, T., & Ribbins, P. (1993). Greenfield on educational administration: Towards a humane science. London: Routledge Press.Google Scholar
  27. Guba, E.G., & Lincoln, Y.S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 105–117). Thousand Oaks, CA: Sage Publications.Google Scholar
  28. Hodgkinson, C. (1978). Towards a philosophy of administration. Oxford: Basil Blackwell.Google Scholar
  29. Hodgkinson, C. (1983). The philosophy of leadership. Oxford: Basil Blackwell.Google Scholar
  30. Hodgkinson, C. (1991). Educational leadership: The moral art. Albany, NY: SUNY Press.Google Scholar
  31. Hodgkinson, C. (1996). Administrative philosophy: Values and motivation in administrative life. Oxford: Pergamon.Google Scholar
  32. Hodgkinson, C. (2000). Then-now-next: A postmodern peek at everything. Journal of Educational Administration and Foundations, 15(1), 10–22.Google Scholar
  33. Holmes, M. (1991). The values and beliefs of Ontario’s chief education officers. In K. Leithwood & D. Musella (Eds.), Understanding school administration: Studies of the contemporary chief education officer (pp. 154–174). New York: Palmer Press.Google Scholar
  34. Howe, K.R. (1986). A conceptual basis for ethics in teacher education. Journal of Teacher Education, 37(3), 5–12.Google Scholar
  35. Kluckhohn, C. (1954). Values and value-orientations. In T. Parsons & E. Shils (Eds.), Toward a general theory of action (pp. 388–433). Cambridge: Harvard University Press.Google Scholar
  36. Leithwood, K., & Duke, D. (1999). A century’s quest to understand school leadership. In J. Murphy & K.S. Louis (Eds.), Handbook of research on educational administration, second edition (pp. 45–72). San Francisco, CA: Jossey-Bass.Google Scholar
  37. Leithwood, K., Begley, P., & Cousins, B. (1994). Developing expert leadership for future schools. Bristol: Palmer Press.Google Scholar
  38. Leithwood, K., Jantzi, D., & Steinbach, R. (1999). The problem-solving processes of transformational leaders. In Changing leadership for changing times (pp. 99–114). Buckingham, UK: Open University Press.Google Scholar
  39. Leonard, P. (1996). Variations in value orientations in the implementation of multi-grades: Implications for moral leadership. Canadian Journal of Educational Administration and Policy, 5(1).Google Scholar
  40. Leonard, P. (1997). Understanding the dimensions of school culture. University of Toronto: Unpublished doctoral dissertation.Google Scholar
  41. Lobb, W. M. (1993). Hodgkinson’s values model: A question of ethical applicability. University of Western Ontario: Unpublished master’s thesis.Google Scholar
  42. Maxcy, S.J. (1993). Educational leadership: A critical pragmatic perspective. Toronto: OISE Press.Google Scholar
  43. Maxcy, S.J. (2001). Educational leadership and management of knowing: The aesthetics of coherentism. Journal of Educational Administration, 39(6), 573–588.CrossRefGoogle Scholar
  44. Rescher, N. (1969). Introduction to value theory. New York: Prentice-Hall.Google Scholar
  45. Ribbins, P. (1999). Foreword. In P.T. Begley & P.E. Leonard (Eds.), The values of educational administration (pp. ix–xvii). London: Falmer Press.Google Scholar
  46. Richmon, M.J. (2000). Toward a conceptual framework for leadership inquiry. University of Western Ontario: Unpublished master’s thesis.Google Scholar
  47. Ryan, J. (1988). Conservative science in educational administration. Journal of Educational Administration and Foundations, 3(2), 5–22.Google Scholar
  48. Schon, D. (1990). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.Google Scholar
  49. Sergiovanni, T.J. (2000). Leadership as stewardship: Who’s serving who? In (unedited) Educational Leadership (pp. 269–286). San Francisco, CA: Jossey-Bass.Google Scholar
  50. Schick, T. (1988). Is morality a matter of taste? Why professional ethicists think that morality is not purely subjective. Free Inquiry Magazine, 18(4), 32–34.Google Scholar
  51. Simon, H. (1945). Administrative behaviour. New York: Macmillan.Google Scholar
  52. Stapleton, J. & Long, J. (1995, June). Administrative decision-making in education: A critique of the Evers-Lakomski naturalistic coherentist propositions. Paper presented at the annual meeting of the Canadian Association for the Study of Educational Administration, Montreal.Google Scholar
  53. Starratt, R.J. (1994). Building an ethical school. London: Falmer Press.Google Scholar
  54. Strike, K.A., Haller, E.J., & Soltis, F.J. (1998). The ethics of school administration, second edition. Teachers College Press: Columbia University.Google Scholar
  55. Willower, D. (1980). Contemporary issues in theory in educational administration. Educational Administration Quarterly, 16(3), 1–25.Google Scholar
  56. Willower, D. (1992). Educational administration: Intellectual trends. Encyclopedia of Educational Research, sixth edition (pp. 364–375). Toronto: Macmillan.Google Scholar
  57. Willower, D. (1999). Values and valuation. In P. T. Begley (Ed.), Values and education leadership (pp. 121–138). Albany, NY: SUNY Press.Google Scholar

Copyright information

© Kluwer Academic Publishers 2003

Authors and Affiliations

  • Malcolm J. Richmon

There are no affiliations available

Personalised recommendations