Concepts and Theories of Education Administration

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EDU8311 Concepts and theories in educational management
Faculty of Education

Study book

Published by University of Southern Queensland Toowoomba Queensland 4350 Australia http://www.usq.edu.au © University of Southern Queensland, 2012.1.

Copyrighted materials reproduced herein are used under the provisions of the Copyright Act 1968 as amended, or as a result of application to the copyright owner. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without prior permission. Produced by the Leaning Resources Development and Support using the ICE Publishing System.

Table of contents
Page
Course overview
Concepts and theories in educational management

1
1

Module 1 – The development of thought in educational administration Overview
Acknowledgement

3
3
4

Objectives Introduction Learning resources
Textbooks Selected readings

4 4 5
5 5

1.1 Making sense of educational administration through theory 1.1.1 The nature and functions of theory 1.1.2 Theories as ways of seeing 1.1.3 Conceptual pluralism 1.1.4 Complexity, ambiguity and uncertainty in the administrator’s world 1.1.5 The theory-practice relationship

6
6 8 13 14 15

1.2 Theory about theory
1.2.1 The development of scientific knowledge – Kuhn and Hanson 1.2.2 Paradigmatic assumptions in organisational science

17
18 19

1.3 Historical overview of developments in educational administration 1.3.1 An overview of developments to the mid ’eighties 1.3.2 The challenge to mainstream theory 1.3.3 Where you are now and where you are going

20
20 24 26

References Further references

26 27

Module 2 – The functionalist paradigm
Overview
Acknowledgement

29
29
30

Objectives Introduction Learning resources
Textbooks Selected readings

30 30 31
31 31

2.1 An introduction to the functionalist paradigm
2.1.1 A framework for categorising paradigms and theories 2.1.2 Assumptions underlying the functionalist paradigm

31
31 33

2.2 Rational-technical approaches
2.2.1 Theoretical sources 2.2.2 The structural characteristics of organisations 2.2.3 The question of goals in human service organisations 2.2.4 The question of technology in human service organisations

35
35 37 38 38

2.3 Organic approaches
2.3.1 Needs and functions, adaptation and survival 2.3.2 The variety of the species 2.3.3 Loose coupling in human service organisations 2.3.4 Organisational culture: a functionalist perspective

40
41 41 45 46

2.4 Political science approaches 49 2.5 Some emergent approaches – Senge’s ‘The learning organisation’ and Chaos theory applied to educational administration 50 2.5.1 Where you are now and where you are going 53

References Further references

53 53

Module 3 – The interpretive paradigm
Overview
Acknowledgement

55
55
56

Objectives Introduction Learning resources
Textbooks Selected readings

56 56 56
56 57

3.1 Introducing the interpretive paradigm
3.1.1 Origin and development of the interpretive paradigm

57
57

3.2 The interpretive paradigm in the study of organisations 3.3 Approaches within the interpretive paradigm 3.3.1 The naturalistic tradition 3.3.2 Naturalistic research into organisations 3.3.3 Critical theory 3.3.4 Critical research into organisations 3.3.5 Where you are now and where you are going

58 59
59 60 61 62 64

References

64

Module 4 – The new social theory with specific reference to postmodernism Overview
Acknowledgement

65
65
66

Objectives Introduction Learning resources
Selected readings

66 66 67
67

4.1 The post-industrial society
4.1.1 Some characteristics of the post-industrial society 4.1.2 Drucker on ‘The knowledge society’

67
67 68

4.2 Postmodernism and the work of Jean-Francois Lyotard
4.2.1 Postmodernism 4.2.2 The work of Jean-François Lyotard

70
70 71

4.3 Postmodernism and...
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