Table Of Content

INDEX to EDUCATIONAL ADMINISTRATION QUARTERLY VOLUME 27 Number 1 (February 1991), pp. 1-120 Number 2 (May 1991), pp. 121-256 Numbers (August 1991), pp. 257-456 Number 4 (November 1991), pp. 457-576 Authors: ATKINS, TRUMAN T, see Tanner, C. K. BLAIR, BILLIE GOODE, see Griffiths, D. E. BREDESON, PAUL V., “Teachers and Their Workplace: Commitment, Performance and Productivity” [Essay Review], 558. BROWN, DANIEL J., “Foundations of Social Theory” [Essay Review], 563. BUTTON, H. WARREN, “Vulnerabilty: A Concept Reconsidered,” 378. CAPPER, COLLEEN A., see Reyes, P. CAPPER, COLLEEN A., “Educational Leadership and Changing Context of Families, Com¬ munities, and Schools” [Essay Review], 245. CHENG, YIN CHEONG, “Organizational Environment in Schools: Commitment, Control, Disengagement, and Headless,” 481. DONMOYER, ROBERT, “PostpOSitivist Evaluation: Give Me a For Instance,” 265. DUNLAP, DIANE M. and PAUL GOLDMAN, “Rethinking Power in Schools,” 5. EVERHART, ROBERT B., “Semiotics as an Orientation to Administrative Practice,” 358. GILMORE, MICHAEL J. and JOSEPH MURPHY, “Understanding Qassroom Environments: An Organizational Sensemaking Approach,” 392. GLAZER, JUDITH S., “Feminism and Professionalism in Teaching and Educational Adminis¬ tration,” 321. GOLDMAN, PAUL, see Dunlap, D. M. GRIFFITHS, DANIEL E., “Introduction,” 262. GRIFFITHS,DANIELE., ANN WEAVER HART, and BILUE GOODE BLAIR, “Still Another Approach to Administration: Chaos Theory,” 430. HART, ANN WEAVER, see Griffiths, D. E. HEALD, JAMES E., “Social Judgment Theory: Applications to Educational Decision Mak¬ ing,” 343. IMBER, MICHAEL, see Scheuriefa, J. J. IMBER, MICHAEL and GARY THOMPSON, “Developing a Typology of Litigation in Education and Determining the Frequency of Each Category,” 225. 569 570 Educational Administration Quarterly LeGRAND, BARBARA R, see Prestine, N. A. UNDLE, JANE C, “Educational Leadership in an Age of Reform” [Essay Review], 103. MADDOCK, TREVOR, “The Role of Authority and Reason in Education and Educational Administration” [Comments], 90. MURPHY, JOSEPH, see Gilmore, M. J. OG.MVA, RODNEY T., “Enchantment, Disenchantment, and Accommodation: How a Faculty Made Sense of the Succession of Its Principal,” 30. PRESTINE, NONA A. and BARBARA F. LeGRAND, “Cognitive Learning Theory and the Preparation of Educational Administrators: Implications for Practice and Policy,” 61. REYES, PEDRO and COLLEEN A. CAPPER, “Urban Principals: A Critical Perspective on the Context of Minority Student Dropout,” 530. RYAN, ALICE W., “Meta-analysis of Achievement Effects of Microcomputer Applications in Elementary Schools,” 161. SCHEURICH, JAMES JOSEPH and MICHAEL IMBER, “Educational Reforms Can Repro¬ duce Societal Inequities: A Case Study,” 297. SCHNTTTJER, CARL J., see Tanner, C. K. SCOTT, K. DOW and JAMES C. WIMBUSH, “Teacher Absenteeism in Secondary Education,” 506. SISKIN, LESLIE SANTEE, “Departments as Different Worlds: Subject Subcultures in Second¬ ary Schools,” 134. SORENSON, GAIL PAULUS, “Sexual Abuse in Schools: Reported Court Cases From 1987- 1990,” 460. STARRATT, ROBERT J., “Building an Ethical School: A Theory for Practice in Educational Leadership,” 185. TANNER, C. KENNETH, CARL J. SCHNITTJER, and TRUMAN T. ATKINS, “Effects of the Use of Management Strategies on Stress Levels of High School Principals in the United States,” 203. THOMPSON, GARY, see Imber, M. WIMBUSH, JAMES C., see Scott, K. D. Articles: “Building an Ethical School: A Theory for Practice in Educational Leadership,” Starratt, 185. “Cognitive Learning Theory and the Preparation of Educational Administrators: Implications for Practice and Policy,” Prestine and LeGrand, 61. “Departments as Different Worlds: Subject Subcultures in Secondary Schools,” Siskin, 134. “Developing a Typology of Litigation in Education and Determining the Frequency of Each Category,” Imber and Thompson, 225. “Educational Leadership and Changing Context of Families, Communities, and Schools” [Essay Review], Capper, 245. “Educational Reforms Can Reproduce Societal Inequities: A Case Study,” Scheurich and Imber, 297. “Effects of the Use of Management Strategies on Stress Levels of High School Principals in the United States,” Tanner et al., 203. “Enchantment, Disenchantment, and Accommodation: How a Faculty Made Sense of the Succession of Its Principal,” Ogawa, 30. “Feminism and Professionalism in Teaching and Educational Administration,” Glazer, 321. “Introduction,” Griffiths, 262. INDEX 571 “Meta-analysis of Achievement Effects of Microcomputer Applications in Elementary Schools,” Ryan, 161. “Oiganizational Environment in Schools: Commitment, Control, Disengagement, and Head¬ less,” Cheng, 481. “Postpositivist Evaluation: Give Me a For Instance,” Donmoyer, 26S. “Rethinking Power in Schools,” Dunlap and Goldman, 5. “Semiotics as an Orientation to Administrative Practice,” Everhart, 358. “Sexual Abuse in Sdiools: Reported Court Cases From 1987-1990,” Sorenson, 460. “Social Judgment Theory: Applications to Educational Decision Making,” Heald, 343. “Still Another Approach to Administration: Chaos Theory,” Griffiths et al., 430. “Teacher Absenteeism in Secondary Education,” Scott and Wimbush, 506. “Understanding Classroom Environments: An Oiganizational Sensemaking Approach,” GQmore and Murphy, 392. “Urban Principals: A Critical Perspective on the Context of Minority Student Dropout,” Reyes and Capper, 530. “Vulnerabilty: A Concept Reconsidered,” Button, 378. Comment: “The Role of Authority and Reason in Education and Educational Administration” [Comments], Maddock, 90. Essay Reviews: “Educational Leadership and Changing Context of Families, Communities, and Schools” [Essay Review], Capper, 245. “Educational Leadership in an Age of Reform” [Essay Review], Lindle, 103. “Foundations of Social Theory” [Essay Review], Brown, 563. “Teachers and Their Workplace: Commitment, Performance and Productivity” [Essay Review], Bredeson, 558.