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ERIC Number: ED358565
Record Type: RIE
Publication Date: 1993-May
Pages: 60
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-8039-6059-X
ISSN: N/A
Women in Administration: Facilitators for Change.
Restine, L. Nan
Based on the premise that women are important to school reform, this book focuses on changes that women educators can bring to schools. Following the introduction, chapter 1 discusses schools and the people in them as mosaic, tapestry, and web. The public character of the school and changing characteristics of school constituents are addressed through the contradiction of constancy and change, showing that most change programs are merely variations on traditional themes. Chapter 2 focuses on women in schools and on "being" and "becoming" in the increasingly diverse educational environment. The significance of women as resources is contrasted with the number of women represented in school administration. Women's socialization, formal and informal barriers, women and leadership, motivation and mission, and priorities and practices are addressed with respect to gender as a cultural phenomenon. The third chapter explores issues in creating empowering cultures in schools, for which women can be instrumental. The issues of power and powerlessness, networks and relationships, and patterns of communication are discussed as they relate to the significance of bringing people into a variety of roles. The final chapter focuses on leadership and learning communities. An examination of effective leadership is presented, with defining qualities exemplified by women educators. The significance of modeling, mentoring, vision, and reflection are discussed as they relate to leadership as teaching and learning. Each chapter includes a set of reflective questions; three figures are included. (Contains 36 references; 10 of them are annotated.) (LMI)
Corwin Press, Inc., 2455 Teller Road, Newbury Park, CA 91320 ($15).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A