In an invited address at the 1999 annual meeting of AERA, Joseph Murphy called for “a new center of gravity for the profession” of educational administration. This “call” was later issued as a formal publication of the University Council of Educational Administration. This article is a critical appraisal of Murphy's portrayal and analysis of the state of educational administration.
Get full access to this article
View all access options for this article.
References
1.
AndersonG., & GrinbergJ. (1998, August). Educational administration as a disciplinary practice: Appropriating Foucault's view of power, discourse, and method. Educational Administration Quarterly, 34, 329–353.
2.
BallS. (1991). Management as moral technology: A Luddite analysis. In BallS. (Ed.), Foucault and education: Disciplines and knowledge (pp. 153–166). London: Routledge.
3.
BenvenisteE. (1971). Problems in general linguistics.Miami, FL: University of Miami Press.
CallahanR. (1962). The cult of efficiency.Chicago: University of Chicago Press.
9.
CarrollN. (1997, Winter). Periodizing postmodernism?Clio: A Journal of Literature, History and the Philosophy of History, 26(2), 143–166.
10.
CherryholmesC. (1988). Power and criticism: Poststructural investigations in education.New York: Teachers College Press.
11.
DemingE. (1986). Out of the crisis.Cambridge, MA: MIT Press.
12.
DlugoshL., WalterL., AndersonT., & SimmonsS. (1995, April). OBE: Why are school leaders attracted to its call?International Journal of Educational Reform, 4(2), 178–183.
13.
EnglishF. (2000). Psst! What does one call a set of non-empirical beliefs required to be accepted on faith and enforced by authority? [Hint: a religion, aka the ISLLC standards]. International Journal of Leadership in Education, 3(2), 159–167.
14.
FeyerabendP. (1995). Problems of empiricism: Philosophical papers (Vol. 2). London: Cambridge University Press.
15.
FoucaultM. (1972). The discourse on language. Appendix in The archaeology of knowledge.London: Tavistock.
16.
FoucaultM. (1974). The archaeology of knowledge.London: Tavistock.
17.
FurmanG. (1998, August). Postmodernism and community in schools: Unraveling the paradox. Educational Administration Quarterly, 34, 298–328.
GirouxH. (1993). Border crossings: Cultural workers and the politics of education.New York: Routledge.
20.
GreenfieldT. B., & RibbonsP. (1993). Greenfield on educational administration.London: Routledge.
21.
GriffithsD. (1999). Introduction. In MurphyJ., and ForsythP. (Eds.), Educational administration: A decade of reform (pp. xi–xix). Newbury Park, CA: Corwin Press.
22.
HaackS. (1996). Evidence and inquiry: Towards reconstruction in epistemology.Oxford, England: Basil Blackwell.
23.
HanushekE. (1997, Winter). Outcomes, incentives, and beliefs: Reflections on analysis of the economics of schools. Educational Evaluation and Policy Analysis, 19, 301–308.
24.
KliebardH. M. (1995). The struggle for the American curriculum 1893–1958 (2nd ed.). New York: Routledge.
25.
KuhnT. (1996). The structure of scientific revolutions (3rd ed.). Chicago: University of Chicago Press.
26.
LakatosI. (1999). The methodology of scientific research programmes.London: Cambridge University Press.
27.
MurphyJ. (1999). The quest for a center: Notes on the state of the profession of educational leadership.Columbia, MO: University Council for Educational Administration.
28.
MurphyJ., YffJ., & ShipmanN. (in press). Implementation of the interstate school leaders licensure consortium standards. International Journal of Leadership in Education.
29.
A survey of the United States: The new Americans. The Economist (2000, March 11–17).
30.
ThompsonJ. (1967). Organizations in action.New York: McGraw-Hill.
31.
UsherR., & EdwardsR. (1996). Postmodernism and education.London: Routledge.
32.
WillowerD. (1998, September). Fighting the fog: A criticism of postmodernism. Journal of School Leadership, 8, 448–463.
