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EDUCATION 486-4
Educational Administration: Theory and Practice
Spring, 1989
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Instructor:
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N. Robinson
Tuesday Evenings ?
Office:
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MPX 8666
4:30 - 8:20 ?
Phone:
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291-4165
Location: MPX 7504
CALENDAR DESCRIPTION OF THE COURSE:
Provides an introduction to the study of educational administration. Topics covered
include the organization and administration of education in Canada, the political
context of education, social factors influencing education, educational finance, and
legal issues in education. Emphasis is placed on both knowledge acquisition and skill
development. Practice is provided in the solution of administrative problems in
education.
PREREQUISITES:
Education 401/402 or equivalent.
COURSE OBJECTIVES:
1.
To provide a broad, general understanding of the social, political, economic and
legal context in which education functions in Canada.
2.
To provide a general understanding of the social dynamics of organizational
behavior in schools and school districts.
3.
To develop basic skills in administrative problem solving in education.
4.
To provide simulated experiences for students contemplating careers in
educational administration.
5.
To provide a knowledge and skill base for students who are planning to undertake
graduate study in educational administration.
COURSE DESCRIPTION:
Education 486 is designed as an introduction to the world of educational
administration. Students who take this course can expect to gain a broad general
understanding of how education is administered in Canada, and more particularly, in
British Columbia.
Students who complete this course should come away from the course experience with
a more intelligent and insightful understanding of both the dynamics of school
operations and the social and political environment in which schools function. Students
will gain insights into the politics of education, the economics of education, and the
social and legal factors influencing education. Particular emphasis will be given to the
study of organizational behavior in schools.
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A variety of course experiences will be offered to emphasize both knowledge
acquisition and the development of administrative skills. These experiences will
include individual study and research, lectures, small group discussions, and class
projects. Extensive use will be made of case studies, role plays, simulations and filmed
materials.
Education 486 is a particularly valuable course for those students who are planning to
become school principals, vice-principals, superintendents of schools or senior officials
in the Ministry of Education. The course is particularly essential for those students who
are planning to undertake graduate studies in educational administration. It provides a
broad foundation for graduate work.
COURSE READINGS:
Readings for the course will be distributed by the instructor at the beginning of the
course.
COURSE REQUIREMENTS:
Assignments for the course are of four kinds:
Re g
ular class preparation. Every student will have required reading assignments
for each class session along with additional preparatory work assigned, e.g. case
studies, role plays.
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2. ?
Critique. Each student will choose an article from the literature on a topic in
educational administration.
The student will provide a synopsis and critique of the article, emphasizing its
relevance and value to the practice of educational administration. The synopsis and
critique should not exceed four to five pages. A copy of the article should be submitted
with the synopsis and critique.
3a.
In-class presentation. A student may choose to give a brief (20 minute) in-class
presentation on a relevant course topic that will be chosen after discussion with
the instructor.
or
3b.
Book Review. A student may choose to do a book review of 7 to 8 pages on a
recent significant book in education.
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4.
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Term Paper. Each student will prepare a term paper of medium length (8 to 10
pages) which will centre on a topic of significance in educational administration.
The focus and form of the paper will be determined by each student after
consultation with the instructor.
Mark distribution for the course requirements is as follows:
Req uirement
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Mark Percentage
Regular class preparation
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35%
Critique
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15
In-class presentation or book review
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25
Term paper
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25
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COURSE TOPICS
The Social Context of Education in Canada
1.
Public attitudes towards education
2.
Purposes of schooling
3.
Historical development of education in Canada (with particular reference to British
Columbia)
4.
The administrative labyrinth of Canadian education
5.
Major social issues in education in Canada
The Organization and Administration of Schools in Canada
6.
The formal and informal organization of schools
7.
Administrative roles and responsibilities in schools
8.
Leadership in schools
9.
Groups and group processes in schools
10.
The teacher in the school
11.
The student in the school
12.
Home-school relationships
The Political Context of Education in Canada
13.
The federal government and education
14.
The provincial governments role in education
15.
The school district's role in education
16.
Interest groups in education
17.
Community involvement in education
The Legal and Financial Context of Education
18.
Law and education
19.
Financing education in Canada
Special Issues Facing Educational Leaders Today
20.
Global issues
21. National/provincial issues
22.
Province/school system issues
23. Community/school issues
READING LIST (Selected Titles)
Boyan, N. J. (Editor). (1988). Handbook of research on educational administration.
New York: Longmans.
Campbell, R. F., Corbally, J. E. & Nystrand, R. 0. (1983). Introduction to educational
administration (6th edition). Boston: Allyn and Bacon.
Gue, L. R. (1985). An introduction to educational administration in Canada (second
edition). Toronto: McGraw-Hill Ryerson.
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Hailer, E. J., & Strike, K. A. (1986). An introduction to educational administration:
Social, legal and ethical perspectives. New York: Longmans.
Hoy, W. K., & Miskel,
C. G.
(1987). Educational administration (Third edition). New
York: Random House.
Hodgkinson, C. (1978). Towards a philosophy of administration. Oxford: Basil
Blackwell.
Kindred, L. W., Bagin, D., & Gallagher, D. R. (1984). The school and community.
relations. Englewood Cliffs, N. J.: Prentice-Hall.
MacKay, W. A. (1984). Education law in Canada. Toronto: Edmond Montgomery.
McPherson, R. B., Crowson, R. L., & Pitner, N. J. Managing uncertainty: Administrative
theory and practice in education. Columbus: Charles E. Merrill.
Manley-Casimir, M. E., & Sussel, T. A. (1986). Courts in the classroom. Calgary,
Alberta: Detselig.
Martin, W. B. W., & Macdonell, A. J. (1982). Canadian education (Second edition).
Scarborough: Prentice-Hall.
Morris, V. C., Crowson, R. L., Porter-Gehrie, C., & Hurwitz, E. (1984). Principals in
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action: The reality of managing schools. Columbus: Charles E. Merrill.
Owens,
A. G.
(1987). Organizational behavior in education. Englewood Cliffs, N.J.:
Prentice-Hall.
Saxe, R. W. (1986). School-community interaction. Berkeley: McCutchan.
Sergiovanni, T. J., Burlingame, M., Coombs, F. D., & Thurston, P. W. (1980).
Educational governance and administration. Englewood Cliffs, N.J.: Prentice-
Hall.
Silver, P. A. (1983). Educational administration: Theoretical perspectives on practice.
New York: Harper and Row.
Wiles, J., & Bondi, J. (1983). Princioles of school administration: The real world of
leadership in schools. Columbus: Charles E. Merrill.
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Wirt, F. M., & Kirst, M. W. (1982). Schools in conflict. Berkeley: McCutchan.
