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Inhaltsangabe: Appropriate as a supplement casebook for Introduction to Educational Administration, Principalship, or Educational Leadership courses.The second edition of this text combines 39 meaningful case studies and a case analysis framework to create a powerful resource that will be referenced long after it has been assigned reading. By introducing students to real life situations and a case analysis framework, they are able to analyze and resolve the problems presented in each case.

From the Inside Flap: Preface

This book was written for individuals who are interested in pursuing a career in educational administration. It offers a unique opportunity to engage in case analysis, meaningful discussion, lively debate, and serious problem solving with case material that is relevant and realistic and that captures the interest of the reader. The primary purpose of the book is to introduce cases that represent real-life situations in today's schools and to provide a case analysis framework as a tool for analyzing the cases and resolving the problems) presented in each case.

The book is a valuable resource for university professors, educational administration students, school districts, county offices of education, group seminar leaders, and specific workshop trainers who believe, as I do, that theory without practice is a waste of time for individuals who aspire to become educational administrators.

The 34 cases presented in the text provide practical experiences in case analysis for individuals who are preparing for educational administration, and they motivate students to pursue research for additional information to adequately address the problems identified in the cases. The cases represent diverse and culturally rich examples of some of the issues school administrators experience. Included are traditional subjects such as curriculum and instruction, leadership, employee and community relations, budget and finance, governance and law, student conduct, technology, and special education. Also included are more sensitive subjects such as race and gender relations, health and welfare, conflict management, ethics, and diversity.

The matrix on page 3 lists specific topics and corresponding case subject matter. A suggested reading list is provided at the end of the cases that includes references for research and information useful for the case analysis process.

Each case has four specific sections. The first section focuses on the people, place, and culture of the school community and provides background for the case. The second section introduces a problem or problems that need to be resolved, and the third section offers questions that are intended to guide the student through the problem-solving process. The questions also serve to prompt students to consider additional strategies for resolving the various problems that are presented. The fourth and final section lists one or more activities that are designed to help students further develop their problem-solving skills and practice what they have learned as a result of the case analysis process.

The case analysis framework in the Introduction provides a tool for systematically processing the information in the cases, categorizing the data, summarizing the material, and locating the source of the primary case problem so the problem-solving process can begin. The framework helps isolate the problem and helps readers respond effectively to the questions at the end of each case. At the conclusion of each case, there is a page provided for the reader's own notes about the case.

An example of how to use and apply the case analysis framework appears after the first case, "Is There a Nurse in the House?"

Although the book is intended to be fiction and all the names are fictitious, many of the cases present very real possibilities, and some of them portray events similar to those experienced by educational leaders in schools across the United States.

As you read the cases and use the case analysis framework, you will develop a unique foundation of skills for addressing the challenges that school leaders experience. This book is a must-read for students of educational leadership who wish to take on this challenge to provide a quality educational environment for children. ACKNOWLEDGMENTS

I wish to thank the following individuals who contributed substantially to the development, content, and story lines for several of the cases in this book: Gary Hoban, Lynne Anderson, John Carta-Falsa, Mark Miller, Bernard Balanay, Roberta Rose, Julie Burke, Maria Castilleja, Timothy Glover, Deborah Huggins, R. Y. Jackson, Gloria McKearney, Suzanne Miyasaki, Staci Monreal, C. Pebley, Linda Rees, Mel Schuler, Tom Spence, Margaret Steinrichter, Nancy Intermill, Rae Correira, Deborah Costanzo, Shelley Peterson, Linda Choy, Karen Mooney, Kyle Ruggles, Julie Burke, F. Steve Kennedy, Jr., Shelley Petersen, Katie Langford, Cheryl Bowen, Laurie Francis, Deborah Costanzo, and Rae Correira.

I also wish to express my deepest appreciation to my husband, Gregory, who stood by me when I was tired and offered endless hours of editing—not to mention a good cup of coffee when I needed it.

The reviewers of this book provided valuable insight: Reene Alley, Youngstown State University; Dale Brubaker, University of North Carolina-Greensboro; Carol Carter-Lowery, Central Connecticut State University; Larry W. Hughes, University of Houston; and Price M. Michael, State University of West Georgia. I would also like to express my gratitude to Linda Scharp McElhiney, Acquisitions Editor, who became my friend and colleague. I appreciate her support throughout this project. Finally, I wish to extend my appreciation to Executive Editor Debbie Stollenwerk, who continued to keep me informed and reminded me that deadlines are a good thing.

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