UCEA Monograph Series
UCEA publishes a number of quality publications aimed at improving administrator preparation programs. In addition to the highly respected Educational Administration Quarterly and the UCEA newsletter, The UCEA Review, UCEA also produces and distributes monographs as part of its Monograph Series.
In 1971, UCEA introduced the development of the Monograph Series which, at that time, would be developed in cooperation between UCEA and ERIC Clearinghouse on Educational Management. The initial purpose of the monographs was to “inform professors and students of recent trends and current needs in various innovative aspects of educational administration preparatory programs.” In this collaboration, UCEA was responsible for selecting authors and topics and assisting authors as they developed their respective monographs and the final printing and distribution of the monographs while ERIC/CEM was responsible for preparing the manuscripts for publication.
The first set in the series was published and distributed September 1972 and focused on a wide array of topics, ranging from the use of computers in administrative preparation to recent trends in instruction approaches. Over the years, although the general spirit of the purpose remains the same, the responsibilities have changed. Today, UCEA develops, supports, edits, and publishes the Series with the assistance of member universities.
What follows are the current monographs available through UCEA. If you are interested in writing or editing a monograph for the series, please contact Michelle D. Young, UCEA Executive Director, at firstname.lastname@example.org or send your proposals to UCEA, The University of Texas at Austin, 1 University Station-D5400, Austin, Texas 78712-0374.
Applications of Reflective Practice, 1992, 63 pages
This three chapter monograph starts with Ann W. Hart, Nancy B. Sorensen and Kerrie Naylor’s studying a reflective practice pilot program in Learning to Lead: Reflective Practice in Preservice Preparation. Joan Polinar Shapiro and Donald L. Waters take the discussion of reflection further in Chapter 2, Reflective Leadership: Restructuring the Research Curriculum. Finally, Beverley B. Geltner presents findings from her one-school study As He Lives in Their World: Teachers’ Perceptions of Their Principal’s Behavior as Related to School Effectiveness.
“The objectives of this monograph are (a) to trace the contributions made through UCEA publications to the identification and development of assessment skills; (b) to describe the historical background and methods associated with what are commonly referred to as “assessment centers,” (c) to relate assessment center methods/processes to preparation programs for educational administrators; and (d) to examine the potential and future of these processes” (p.5).
The Changing Professoriate in Educational Administration, 1993, 57 pages
Three chapters outline the changing nature of academic work in educational administration. First, Walter H. Gmelch discusses The Creation of Constructive Conflict Within Educational Administration Departments. Jess E. House follows with Improving the Quality of Schooling: The Deming Philosophy and Educational Administration. Finally, Rodney T. Ogawa and E. Ann Adams explore The Role of Professors in Shaping the Institutional Bases of an Educational Reform: The Case of School-Based Management.
Educational Leadership and the Crisis of Democratic Culture, Henry A. Giroux,
From David L. Clark’s guest editor foreward: “Professor Henry A. Giroux presented an earlier version of this essay as the keynote address at the 1991 UCEA Convention. While he examines the broader reform movement from a critical perspective, he focuses on the national political manifestation of that movement – America 2000. The result is both disturbing and exciting. In contrast to more traditional critiques of America 2000, which focus on specific shortcomings or underserved constituencies, Professor Giroux’s analysis argues the basic conflict between this reform effort and an ‘emancipatory definition of substantive democracy’” (p. 3).
This five-chapter monograph is based on papers first presented at the 1989 UCEA annual convention. In Chapter 1, Gerald C. Ubben and Frances C. Fowler discuss Strategies of Organizing Principal Preparation: A Survey of the Danforth Principal Preparation Program. In Chapter 2, Lance V. Wright suggests ways to affect Preparing Principals to Supervise and Lead Change in Schools. Gordan A. Donaldson, Jr. and Russell J. Quaglia, in Chapter 3, talk about Preparing for Action: The Integration of Knowledge for Educational Leadership. In Chapter 4, Karen F. Osterman studies Case Records: A Means to Enhance the Knowledge Base in Educational Administration. In the final chapter, Colleen A. Capper also discusses the knowledge base in Early Childhood Reform and the Knowledge Base of Educational Administration.
This 6-chapter monograph discusses a variety of preparation issues. The chapters are: The Second Wave of Educational Reform: Implications for School Leadership, Administration, and Organization by John A. Thompson; Can Graduate Programs Support Competency-Based Administrator Preparation? by David W. Leslie, William Snyder, and W. James Giddis; Emergent Issues in the Curriculum of Educational Administration: The University of New Mexico Case by Paul Pohland, Mike Milstein, Nancy Schilling, and J. Scott Tonigan; Connecting Theory and Practice in the Educational Administration Curriculum: The Medical School Model and the Sciences of the Artificial by Jonathan Z. Shapiro; “Complicating” Educational Administrators by Colleen S. Bell and Counteracting Androcentrism: Putting Women into the Curriculum in Educational Administration by Toby J. Tetenbaum and Thomas A. Mulkeen.
Harold L. Hawkins introduces the concept of preventive law in Chapter 1, then provides the following overview: “Chapter Two contains a discussion of the nature of legal conflict in schools. A review of litigation is presented along with two presentations that depict active and reactive modes for dispute settlement. In Chapter Three preventive law is described as an emerging concept and is presented as a proactive mode for resolution of conflict. Preventive law strategies are provided in the final chapter. Preceding each strategy is an inventory of potential causes of conflict to which the strategy can be applied” (p. 9).
This 1990 publication revisits the previous principal preparation research and practice from that time, including state-specific studies (Texas, Michigan and New York), program case studies (University of Utah, Indiana University of Pennsylvania, University of Texas and Texas A&M University), a study of principal evaluation practices and the Management Profile.
Reform in Administrator Preparation: Myths, Realities and Proposals, 1992, 69 pages
Seven authors explore reform issues in administrator preparation. Thomas Wiggins writes about The Mythology of Reform in Educational Administrator Preparation: Antecedents of Paradigms Lost in Chapter 1. Robert G. Owens and Carl R. Steinhoff go Beyond the Administrative Internship: A Proposal for the 1990s in Chapter 2. Paul A. Pohland discuss Administrator Preparation Programs: Levels of Discourse in Chapter 3, and Muriel Mackett, Frederick Frank and Peter Abrams talks about Exploring the Effects of Computer-Mediated Work on Educational Organizations in the final chapter.
Reform in Administrator Preparation Programs: Individual Perspectives,
Various authors write and reflect on integrating theory and practice in educational leadership preparation. This 5-chapter monograph includes: Chapter 1, One Person’s Links Between Administration and the Academy by Ann Weaver Hart; Chapter 2, Reflections of a Practitioner in Academia, by Diana G. Pounder; Chapter 3, Reappraising Personal Experience in the Reform of Curriculum in Educational Administration, by Paul V. Bredeson; Chapter 4, Career Assessment as a Guide to Administrator Preparation and Evaluation, by Virginia L. Wylie and Robert O. Michael, and Chapter 5, Professional Formation and a Tri-Dimensional Approach to the Preservice Preparation of School Administrators by John C. Daresh.
“Collectively these papers have much to offer about reform and restructuring. Fundamental changes are needed. The more fundamental the needed change, the more complex the change process becomes. The more complex the change process becomes…” writes series editor Frederick C. Wendel in the foreward. Fenwick C. English examines the question Can Rational Organizational Models Really Reform Anything? A Case Study of Reform in Chicago. Charles M. Achilles, Dale Brubaker and Harold Snyder follow with Organizing and Leading for Learning: The Interplay of School Reform and Restructuring with Preparation Program Reform and Restructuring. Chapter 3, Issues in Creating Empowered Schools, provides six emergent themes for empowering staff, as studied by Paula Myrick Short, John T. Greer and Robert Michael. Finally, Robert Prickett, Jack Flanigan, Mike Richardson and Garth Petrie ask Who Knows What? Site Based Management in the final chapter.
This three-chapter volume includes papers first presented at the 1991 UCEA Convention. Zarif Bacilious and C. John Tarter inspect the research regarding how educational administration professors respond to issues of empowerment in Chapter 1, Leading Empowerment. Francis C. Fowler follows with Challenging the Assumption that Choice is All that Freedom Means: A French Case Study. Finally, Connie L. Fulmer writes abut Pedogogical, Sociological, and Developmental Concerns of Future Administrators: Implications for Instructional Design from Student Journals.
The authors provide background on the effective schools movement and subsequent criticisms. The final chapters discuss the research on the leadership factor and provide recommendations for school leaders and the programs that prepare leaders.
Teacher Selection: Legal, Practical, and Theoretical Aspects, I. Phillip Young and Dean Ryerson, , 1986, 32 pages
This 1986 publication advises school districts and administrators regarding federal law, including employer and teacher rights. The monograph also reviews teacher selection research and methods, including predictor refinement and validation; and content, criterion and construct validity and validation models. The monograph concludes with a brief theoretical discussion of individual and organizational perspectives.
From the Preface: “This monograph, Teaching Educational Politics and Policy, is the principal product to date of the Politics of Education Teaching and Research (POE-TER) Project…Its objectives are to analyze and document current and exemplary teaching practices in the politics of education (and more broadly, in educational policymaking) and to chronicle new research directions in these politically oriented areas.” Layton discuses politics of education within curriculum, Scribner writes about teaching content/topics of politics courses, Richard M. Englert studies what students read within politics courses, and Richard G. Townsend writes about his findings from studying 81 syllabi. William Lowe Boyd provides an afterward titled Rip Van Winkle and the Politics of Education.
When Teachers Lead, 1993, 86 pages
In the first chapter, Bruce S. Cooper writes, “One sometimes gets the sense of the nation’s largest profession, a restless giant, searching for outlets for its creativity and energy. Since school system leaders – administrators and supervisors – may ask where all this new-found power will lead, this monograph looks at the answers, examining the roles of teachers beyond pedagogy and the classroom.” Cooper’s first chapter is titled When—Teachers Lead. The next chapters are similarly themed, When – Teachers Share School-Level Decision-Making (Sharon Conley and Justo Robles), When – Teachers Run Schools (Cooper), When – Teachers Re-design Schools around Teaching (Roberta Trachtman), When – Teachers are School-District Decision Makers (Mark A. Smylie) and When Is Now: A Plan of Action (Ann Weaver Hart).
|UCEA members to current issues of Monograph Series|