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Book
xvi, 526 pages : illustrations ; 25 cm
  • Preface vii Acknowledgments xiii PART ONE Making Sense of Organizations 1 1 Introduction: The Power of Reframing 3 2 Simple Ideas, Complex Organizations 23 PART TWO The Structural Frame 41 3 Getting Organized 43 4 Structure and Restructuring 69 5 Organizing Groups and Teams 95 PART THREE The Human Resource Frame 113 6 People and Organizations 115 7 Improving Human Resource Management 137 8 Interpersonal and Group Dynamics 161 PART FOUR The Political Frame 183 9 Power, Conflict, and Coalition 185 10 The Manager as Politician 205 11 Organizations as Political Arenas and Political Agents 225 PART FIVEThe Symbolic Frame 243 12 Organizational Symbols and Culture 245 13 Culture in Action 271 14 Organization as Theater 285 PART SIX Improving Leadership Practice 303 15 Integrating Frames for Effective Practice 305 16 Reframing in Action: Opportunities and Perils 323 17 Reframing Leadership 337 18 Reframing Change in Organizations 371 19 Reframing Ethics and Spirit 393 20 Bringing It All Together: Change and Leadership in Action 407 21 Epilogue: Artistry, Choice, and Leadership 431 Appendix: Th e Best of Organizational Studies 435 Notes 439 Bibliography 441 Th e Authors 483 Name Index 485 Subject Index 497.
  • (source: Nielsen Book Data)9781118557389 20160616
Thoroughly updated, this fifth edition of the classic book outlines its four-frame model that examines organizations as factories, families, jungles, and theaters or temples: The Structural Frame: organize and structure groups and teams; The Human Resource Frame: tailor organizations to satisfy human needs, improve HRM, and build positive personal and group dynamics; The Political Frame: cope with power and conflict, build coalitions, hone political skills, and deal with politics; and The Symbolic Frame: shape a culture that gives purpose and meaning to work, stage organizational drama, and build team spirit.
(source: Nielsen Book Data)9781118557389 20160616
Education Library (Cubberley)
EDUC-209A-01
Book
xxv, 307 pages : ill. ; 24 cm
  • Machine generated contents note: 1.A Structured Approach to Leading School Improvement
  • Context: Leadership Preparation Programs and the Leaders They Prepare
  • From Managers to Instructional Leaders
  • Producers of Research Knowledge
  • Fostering Positive Change: The Leader's Journey
  • Action Research at the Core
  • Collaborative Problem Diagnosis
  • A Common Pothole
  • Evidence of a Problem, Challenge, or Gap
  • Root-Cause Analysis
  • Solutions and Action Planning
  • Reflective Practice and Evaluation
  • Conclusion
  • Review Questions
  • 2. Research, Leaders, and Improving Student Performance
  • A Conceptual Framework for Instructional Leadership
  • Who Are the Leaders, and What Do They Do?
  • Different Kinds of Decisions
  • Instructional Leadership and Decision Making
  • Activity 2.1: Management, Politics, And Instruction
  • Schools As Organizations
  • Using the Framing Tool
  • A Multiple-Frame Perspective
  • Activity 2.2: Back To The Future Through Bolman And Deal's Four Frames
  • Why Persuasion Matters
  • Organizational Learning
  • Summary
  • Research That Informs Leadership Practice
  • Activity 2.3: The Intersection Between Leadership And Research In Your School
  • Theory, Research, and Practice
  • Theory
  • Activity 2.4: Connecting Theory, Research, And Practice
  • Research
  • Practice
  • Collaboration to Improve Student Achievement
  • Conclusion
  • Review Questions
  • Worksheet 2.1: Who Are The Leaders In Your School?
  • 3. Involving Others, Forming a Team
  • The Value of Collaboration
  • Activity 3.1: Roundtable Discussion: A Team That Worked
  • Different Degrees of Collaboration
  • Involving Others
  • The Principal
  • Teachers
  • Central Office Personnel
  • Parents and Students
  • Maintaining Relationships
  • Activity 3.2: Leading A Team
  • Building the Team
  • What Is a Team?
  • Who Should Be on the Team?
  • Picking My Friends
  • Volunteers
  • One of Each Flavor
  • Getting the Right Mix
  • Understanding Expertise, Motivation, and Habits of Mind
  • Expertise
  • Motivation
  • Habits of Mind
  • Different Types of Collaborators
  • Novice
  • Experienced, Not Successful
  • Experienced, Successful, Not Active
  • Experienced, Successful, Active
  • Two More Considerations
  • Political and Symbolic Team Members
  • Time to Decide, Time to Lead
  • Putting the Team to Work
  • Collaborative Team Decision Making
  • The Vicissitudes of Collaboration
  • Activity 3.3: Deciding How To Decide
  • Conclusion
  • Review Questions
  • Worksheet 3.1: Who Can Help Me?
  • Worksheet 3.2: Assessing Potential Team Members
  • 4. Assessing the Local Situation
  • Activity 4.1: How Did We Do Last Year?
  • The Difference Between Aspirations and Results
  • Aspirations for Our Students
  • Activity 4.2: Roundtable Discussion: Comparing The Ideal With The Real
  • Data as Evidence of Results
  • Activity 4.3: Roundtable Discussion: Sources Of Data
  • A Closer Look at Data
  • Other Assessments
  • Affective Data
  • Piecing the Puzzle Together
  • Identifying a Challenge, Problem, or Gap
  • Activity 4.4: Developing A Critical Eye
  • Low Achievement That Persists Over Time
  • Blind Spots
  • Importance
  • Conclusion
  • Review Questions
  • Worksheet 4.1: Finding Data
  • Worksheet 4.2: Your School's Data Profile
  • Worksheet 4.3: Finding A Focus
  • 5.Communicating a Message With Data
  • This Chapter's Destination
  • Helping Others Understand
  • Activity 5.1: Presenting Your Improvement Target Proposal
  • First, Some General Notes on Writing
  • Start With a Helpful Structure
  • Writing the Improvement Target Proposal
  • Introducing the Reader to Your General Topic and Main Idea
  • Establishing Context
  • The Student Body
  • School Climate Data
  • Student Improvement Goals
  • Using Data to Assess the Gap Between Espoused Theories and Theories in Use
  • Details Tell the Story
  • An Alternative Display With More Data
  • A Conclusion That Clearly Identifies the Improvement Area
  • Using Tables and Graphics
  • Qualitative Data Displays
  • Conclusion
  • Review Questions
  • Worksheet 5.1: Writing The Improvement Target Proposal Introduction
  • Worksheet 5.2: The Difference Between Espoused Theories And Theories In Use
  • Worksheet 5.3: Making Your Case
  • 6. Getting to the Root of the Problem
  • Solutions Too Soon
  • Why Root-Cause Analysis?
  • Not-So-Rational Decision Making
  • Digging Deeper
  • Activity 6.1: Roundtable Discussion: What Are The Root Causes?
  • What Is Root-Cause Analysis?
  • Developing a Logic of Action
  • Activity 6.2: Roundtable Discussion: Finding The Logic Of Action
  • Steps to Complete Root-Cause Analysis
  • Consulting the Literature
  • Searching for Causes in Your School
  • A Panel of Experts
  • Why Does the Problem Persist?
  • Putting It All Together
  • Review Questions
  • Worksheet 6.1: Journal Of Causes Found In The Literature
  • Worksheet 6.2: Planning Your Local Inquiry Into Causes
  • Worksheet 6.3: Recording Potential Causes
  • Worksheet 6.4: Informal Ranking Of Causes
  • 7. Finding Supportive Literature
  • Activity 7.1: Perusing The Web
  • Why Access the Literature?
  • The Research Brief as a Review for Research
  • Activity 7.2: Reading Research I: A Discussion Protocol
  • Practicing What We Preach: A Brief on Writing a Brief
  • Start With Guiding Questions
  • Accessing Different Kinds of Resources: Understanding Research Sources
  • Primary vs. Secondary vs. Tertiary Sources
  • Scholarly Journals vs. Popular Magazines
  • Activity 7.3: Reading Research II: Discussing Original Research
  • Journal Articles vs. Conference Papers, Proceedings, or Dissertations
  • Value Added
  • Additional Sources of Research Knowledge
  • Summary
  • Collecting Research Knowledge: Using Online Databases
  • Activity 7.4: Keyword Searches
  • What's Behind the Search
  • Managing Your Search
  • Becoming a Critical Consumer: Evaluating Sources
  • Evaluating Published Sources
  • Evaluating Internet Sources
  • Learning More About Electronic Resources
  • Conclusion
  • Review Questions
  • 8. Understanding Research Design and Analysis
  • Form Follows Function
  • Statement of the Problem
  • Conceptual or Theoretical Framework
  • Methods
  • Quantitative Research Design
  • Experiments
  • Cautionary Notes
  • Nonexperimental Quantitative Designs
  • Cautionary Notes
  • Setting and Participants in Quantitative Research
  • Participants
  • Sampling
  • Activity 8.1: Sources Of Bias In Sampling
  • Data Collection in Quantitative Research
  • Activity 8.2: Design An Instrument
  • Instruments
  • Data Analysis in Quantitative Research
  • Activity 8.3: Reading Research III: Identifying Components Of Research Papers
  • Qualitative Research Design
  • Setting and Participants in Qualitative Research
  • Data Collection in Qualitative Research
  • Data Analysis in Qualitative Research
  • Methodology Summary
  • Biases and Limitations
  • Concluding Sections
  • Conclusion
  • Review Questions
  • 9. Identifying Solutions and Action Planning for School Improvement
  • Finding the Preferred Solution
  • Activity 9.1: Exploring The What Works Clearinghouse
  • Matching Proposed Solutions to Root Causes
  • Specific Objectives
  • Additional Criteria
  • A Case of Organizational Learning
  • Conclusion
  • Activity 9.2: Some Questions To Ask About Solutions
  • Creating Your Action Plan
  • Formulating Your Plan
  • Assigning Tasks
  • Timeline
  • Resources
  • Success Signals
  • Conclusion
  • Review Questions
  • Worksheet 9.1: Format For Recording Information About Potential Solutions
  • Worksheet 9.2: Format For Discussion Of Solutions
  • Worksheet 9.3: Articulating Your Logic Of Action
  • Worksheet 9.4: Figuring Out The Work And Appropriate Roles
  • 10. Considering Implementation and Evaluation
  • A Note on "Success"
  • Considering Implementation
  • Consequence Analysis: Predicting the Future
  • Activity 10.1: Guaranteed To Fail
  • Monitoring and Evaluating Your Project
  • Evaluating Outcomes
  • Monitoring Implementation
  • Conclusion
  • Review Questions
  • Worksheet 10.1: Evaluation Plan.
This one-of-a-kind book takes readers beyond thinking about school improvement to leading the process of creating excellent learning environments. Beginning with fundamental principles of whole school leadership, the book demonstrates how action research and published studies can work hand-in-hand to explain the nature of student achievement gaps and the reasons that underlie them. Using examples from education leadership classrooms, research, and practice, the authors bring to life the processes of problem identification and diagnosis, developing solutions, and project implementation and evaluation.
(source: Nielsen Book Data)9781412974059 20160617
Education Library (Cubberley)
EDUC-209A-01