About our authorRobert E. Owens, Jr., (Dr. Bob), PhD, is a New York State Distinguished Teaching Professor and Professor of Communication Disorders and Sciences at the College of St. Rose where he teaches courses in language development and language disorders. In 2016 he received the Honors of the American Speech-Language-Hearing Association. He is the author of: Language Development, An Introduction (8 editions); Language Disorders, A Functional Approach (6 editions); Program for the Acquisition of Language with the Severely Impaired (PALS); Help Your Baby Talk, Introducing the New Shared Communication Method and Queer Kids, The Challenge & Promise for Lesbian, Gay & Bisexual [...] Language Development text is the most widely used in the world and has been translated into Spanish, Korean and Arabic. He has also co-authored Introduction to Communication Disorders, A Life Span Perspective (5 editions), written a score of book chapters and professional articles and authored 2 as-yet unpublished novels which are sure to win a posthumous Pulitzer Prize. Dr. Owens is coauthor with Stacey Pavelko, PhD, of SUGAR, an easy, free, valid language sampling tool. In love with the sound of his own voice, Dr. Bob has presented over 225 professional papers and workshops around the globe. His professional interests are language disorders in infants, toddlers and preschoolers who are also some of his best friends. And he's a gran'pa!

Preface

Educational Leadership Policy Standards: The New ISLLC Standards For 2008

ISLLC Functions By Chapter

CHAPTER 1: In Search of a Vision

Critical Incident: The Vision For South Shore High School

ASSUMPTIONS, BELIEFS, BEHAVIORS

THE NATURE OF SCIENTIFIC PROGRESS

IMPACT OF BEHAVIORAL SCIENCE

Psychoanalytic Psychology
Sociological and Psychological Points of View

Cognitive Psychology

Social Psychology

Field Theory of Behavior

SCHOOLS AS EDUCATIVE ORGANIZATIONS

Organizational Theory

Theory Defined and Described

Two Major Perspectives on Educational Organizations

Bureaucratic Theory

Human Resources Development Theory

Theory X and Theory Y

THE RELEVANCE TO SCHOOL LEADERSHIP TODAY

VISION AND EDUCATIONAL LEADERSHIP

THE NO CHILD LEFT BEHIND ACT OF 2001

RESEARCH IN EDUCATION

The Framingham Heart Study

The Tennessee STAR Study

Research and NCLB

LEADERSHIP AS COACHING

Coaching as a Method of Teaching

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

CHAPTER 2: Guiding Concepts of Practice

Critical Incident: Controversy at the Principals’ Meeting

TWO PRINCIPAL SOURCES OF CONFLICT

The “Great Debate”: Traditional versus Progressive Education

The Beginnings of the Great Educational Debate

The Backlash of the 1950s

The Neoprogressives Emerge in the 1960s

THE CONTEMPORARY DEBATE ON SCHOOLING

A PARADIGM SHIFT IN EDUCATION

A Passion for Equality

The Traditional Paradigm of Intelligence

A New Paradigm of Intelligence or the Lake Wobegon Syndrome?

MULTIPLE INTELLIGENCES THEORY

Gardner’s Multiple Intelligences Theory (MIT)

Perkins’s Learnable Intelligence Theory

Smart Schools

Emotional Intelligence

Sustainability: The Debate Continues

Sustainability

THEORY OF ACTION

THEORY OF PRACTICE

THE GAME PLAN: A COACHING METAPHOR

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

CHAPTER 3: Mainstreams of Organizational Thought

Critical Incident --A Philosophical Disagreement on Administration

ORGANIZATIONAL BEHAVIOR

Organization and Behavior

Why Study Organizational Behavior?

IMPACT OF THE INDUSTRIAL REVOLUTION

Frederick W. Taylor and Scientific Management

The Beginning of Modern Organizational Theory

Emergence of Bureaucratic Organizational Theory

THE RISE OF CLASSICAL ORGANIZATIONAL THEORY

Scientific Management versus Classical Organizational Theory

Organizational Concepts of Classical Theory

Classical and Neoclassical Administrative Concepts

THE HUMAN RELATIONS MOVEMENT

The Western Electric Studies

Sociometry

Behavior Patterns in Groups

Leadership as a Group Function

The Paradox of Organizational Structure

THE ORGANIZATIONAL THEORY MOVEMENT

Human Relations and Organizational Behavior

CONCLUSION

REFLECTIVE ACTIVITIES

SUGGESTED READING

CHAPTER 4: Organizational Theory

Critical Incident: A Tale of Two Principals

ORGANIZATIONAL STRUCTURE AND PEOPLE

General Systems Theory

Social Systems Theory

A Contextual Approach

ROLE THEORY

Role Conflict

Role Ambiguity

Role Set

Functional Roles in the Group

Role Related to Social Systems Theory

Equilibrium

Homeostasis

Feedback

SOCIOTECHNICAL SYSTEMS THEORY

CONTINGENCY THEORY

Rational Planning Models
Open System Related to Contingency Theory
Response to Technological Change
Interaction with the External Environment
Contingency Theory and Organizational Behavior in Schools

CONCLUSION

REFL