ERIC Number: ED426443
Record Type: RIE
Publication Date: 1997-Oct
Leadership and Teaching in Four Schools with Varied Organizational Structures and Social Contexts.
Doyle, Lynn H.
Since educational administrators must study leadership as related to improving classroom instruction, the purpose of this study was to determine if any patterns existed in the relationship between leadership and teaching reform in four previously published case studies. The studies examined were: "Elementary Schooling for Critical Democracy" (Goodman 1992); "After the School Bell Rings" (Grant and Sleeter 1996); "Making Multicultural Education Work" (May 1994); and "The Fate of an Innovative School: The History and Present Status of the Kensington School" (Smith, et al. 1987). The macrostructure of the study consisted of four domains: leadership, teaching, organization, and social context. The study's microstructure consisted of three perspectives: functionalist, interpretivist, and critical. The paper compares the four studies with respect to the four domains. Particular attention is paid to successful schools. Common patterns in the major areas of connectedness and criticalness differentiated successful schools from unsuccessful ones. These schools had an underlying principle of cooperation and generally fostered a critical perspective toward certain broad social contexts. Overlapping perspectives were also shared by successful schools. The paper closes with implications for research, practice, and organization. (Contains 67 references, 2 figures and 3 tables.) (RIB)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (11th, Orlando, FL, October 26-28, 1997).