The prior experience of entering students of educational administration as classroom teachers is usually disregarded for purposes of program planning. Nevertheless, that experience can exert a prepotent effect during the early stages of academic induction devoted to developing an administrative perspective. Drawing on conceptual change theory, a curriculum framework can be designed to foster the beginning stage of that cognitive shift during introductory coursework.
The real art of discovery consists not in finding new lands, but in seeing with new eyes.
-Marcel Proust
All seeing is essentially perspective, and so is all knowing.
-Friedrich Nietzsche
Get full access to this article
View all access options for this article.
References
1.
AshbaughC. R., and KastenK. L.1991. Educational Leadership: Case Studies for Reflective PracticeNY: Longman.
2.
BakerH. E.1993. “Wax on-Wax off: French and Raven at the Movies,”Journal of Management Education, 17(4): 517–519.
3.
BogotchI. E., and RiedlingerB.1993. “A Comparative Study of New and Experienced Principals within an Urban School System,”Journal of School Leadership, 3(5): 484–497.
4.
BolmanL. G., and DealT. E.1991. Reframing Organizations: Artistry, Choice, and LeadershipSan Francisco: Jossey-Bass.
5.
BolmanL. B., and DealT. E.1992. “Leading and Managing: Effects of Context, Culture, and Gender,”Educational Administration Quarterly, 28(3): 314–329.
6.
CBS News Archives, Sixty Minutes.1979. “The Pink Panther.” October 28.
7.
ChristieR., and GeisF. L.1970. Studies in Machiavellianism.NY: Academic Press, pp. 10–34.
8.
ClarkC. M., and PetersonP. L.1986. “Teachers’ Thought Processes,” in Handbook of Research on Teaching, WittrockM. C., ed., NY: Macmillan, pp. 255–396.
9.
ClarkD. C.1971. “Teaching Concepts in the Classroom: A Set of Teaching Prescriptions Derived from Experimental Research,”J. of Educational Psychology, 62(3): 253–264.
10.
DareshJ. C.1992. “In Search of a Knowledge Base to Guide Program Development in Educational Leadership,”Journal of School Leadership, 2(2): 429–442.
11.
HallR. H.1963. “The Concept of Bureaucracy: An Empirical Assessment,”American Journal of Sociology, 69(1): 32–40.
12.
HarmanG. W.1986. Change in View: Principles of Reasoning.Cambridge, MA: MIT Press.
13.
Harvard Business School.Robert F. Kennedy High School. Stock #9-474-183. Boston, MA: Harvard Business School, Publishing Division.
14.
HuntJ. G.1991. Leadership: A New Synthesis.Newbury Park, CA: Sage.
15.
IsenbergD. J.1984. “How Senior Managers Think,”Harvard Business Review, 62(6): 80–90.
16.
KatzR. L.1955. “Skills of an Effective Administrator,”Harvard Business Review, January-February, pp. 33–42.
17.
KatzR. L.1974. “Skills of an Effective Administrator,”Harvard Business Review, September-October, pp. 90–102.
18.
KotterJ. P.1982. The General Managers.NY: Free Press.
19.
KuhnT. S.1970. The Structure of Scientific Revolutions, (2nd ed.). Chicago: University of Chicago Press.
20.
LeithwoodK. A., and HallingerP.1993. “Cognitive Perspectives on Educational Administration: An Introduction,”Educational Aministration Quarterly.29(3): 296–302.
21.
LortieD. C.1975. Schoolteacher.Chicago, IL: University of Chicago Press.
22.
JacksonP. W.1986 (re-issued in 1990). Life in Classrooms.NY: Teachers College Press.
23.
MorganG.1986. Images of Organization.Newbury Park, CA: Sage.
24.
MorganG.1989. Teaching Organization Theory: An Instructors Manual to Accompany Images of Organization.Newbury Park, CA: Sage.
25.
MorganG.1989. Creative Organization Theory: A Resourcebook.Newbury Park, CA: Sage.
26.
MurphyJ.1992. The Landscape of Leadership Preparation.Newbury Park, CA: Corwin Press.
27.
NicolaidesN., and GaynorA. K.1992. “The Knowledge Base Informing the Teaching of Administrative and Organizational Theory in UCEA Universities: A Descriptive and Interpretive Survey,”Educational Administration Quarterly, 28(2): 237–265.
28.
OrmrodJ. E.1990. Human Learning: Theories, Principles, and Educational Applications.NY: Merrill.
29.
ParkayF. W., CurrieG. D., and RhodesJ. W.1992. “Professional Socialization: A Longitudinal Study of First-Time High School Principals,”Educational Administration Quarterly, 28(1): 43–76.
30.
PintrichP. R., MarxR. W., and BoyleR. A.1993. “Beyond Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change,”Review of Educational Research, 63(2): 167–199.
31.
PosnerG. J., StrikeK. A., HewsonP. W., and GertzogW. A.1982. “Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change,”Science Education, 66(2): 211–227.
32.
PrestineN. A., and LegrandB. F.1991. “Cognitive Learning Theory and Preparation of Educational Administrators: Implications for Practice and Policy,”Educational Administration Quarterly, 27(1): 61–89.
33.
1992. Teacher Personal Theorizing: Connecting Curriculum Practice, Theory, and Research.RossE. W., CornettJ. W., and McCutcheonG., eds., Albany, NY: SUNY Press.
34.
SashkinM., and MorrisW. C.1987. Experiencing Management.Reading, MA: Addison-Wesley, pp. 10–17.
35.
SchmuckR. A., and RunkelP. J.1985. The Handbook of Orgnizational Development in Schools. (3rd ed.). Prospect Heights, IL: Waveland, pp. 283–288.
36.
StrikeK. A., and PosnerG. J.1985. “A Conceptual Change View of Learning and Understanding,” in Cognitive Structure and Conceptual Change, WestL. H. T., and PinesA. L., eds., Orlando, FL: Academic Press, pp. 211–231.
37.
StrikeK. A., and PosnerG. J.1992. “A Revisionist Theory of Conceptual Change,” in Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice, DuschlR. A., HamiltonR. J., eds. Albany, NY: SUNY Press, pp. 147–176.
38.
University Associates.1983. “The Manager's Dilemma,”1983 Annual for Facilitators, Trainers, and Consultants.San Diego, CA: Pfeiffer.
