EDLD 8439 Fall 2016 1

Georgia Southern University

College of Education
Department of Leadership, Technology, and Human Development

Course Syllabus: Politics of Higher Education

EDLD 8439
 EDLD 8439 Fall 2016 2

GEORGIA SOUTHERN UNIVERSITY

COLLEGE OF EDUCATION
Department of Educational Leadership, Technology, and Human Development
EDLD 8439 -- Politics in Higher Education
SYLLABUS Fall 2016

Instructor: Barry Dotson

Phone: Work 912-538-3141

Email: bdotson@GeorgiaSouthern.edu

Contact Information: You may contact the instructor via Folio, GSU email, or by calling.

Course title and catalog description

The course is an overview of the Politics of Higher Education. The course explores
current political issues in higher education and how they may impact or influence higher
education administration. A major focus of the course is the effect of politics on reform
movements in education. Participants will examine historical precedents that shaped the
structuring and management of vocational/technical institutes, 2-year and 4-year
colleges, and comprehensive universities. This course will address issues related to
national, state, and local politics of education.

Prerequisite
Admitted to M.Ed. program or permission of instructor.

Rationale for this course

The course provides an overview of the politics of higher education with particular
attention given to how historical events and reform movements have shaped higher
education institutions, including policy, personnel and curriculum decisions.
Professional educators function in an environment affected by political activities and
forces. This course gives postsecondary administrators and educators the opportunity
to develop knowledge, skills and an understanding of how to navigate through the
environment of a higher education organization and provide administrators a knowledge
base for future decision-making.

Course Objectives
Upon completion of the course, the student will be able to

To develop an understanding of the politics of higher education and its role in the
higher education setting.
To understand the historical origins and contemporary status of politics of higher
education.
 EDLD 8439 Fall 2016 3

To understand the political precedents that shaped the structure and

governance patterns observed in public and private higher education.
To become familiar with the political manifestations of multi- cultural differences
and the implications of diversity of gender, ethnicity, and physical differences as
functions of the higher educational environment.
To develop an acquaintance with the professional literature of higher education
politics and the ideas of some of its leaders.

Relationship to COE Conceptual Framework

The course objectives specifically address the four commitments that form the College
of Education's conceptual framework:

Commitment to the Knowledge and Dispositions of the Profession

Participants will examine their role as administrators within the environment of
historical events which have shaped politics in higher education.
Participants will comprehend political processes and concepts.
Participants will examine political decision making at the local, state, and national
levels.
Participants will discuss the meaning of influence, power, and authority.
Participants will examine political issues related to recent reform movements.
Participants will consider the role of the legislative, judicial, and executive
branches in political decision making.

Commitment to Diversity
Participants will analyze history in confronting multicultural, diversity, and equity
issues.
Participants will understand the politics of higher education and how political
issues in higher education have impacted diversity issues.
Participants will consider the roles of interest groups in education.

Commitment to Technology
This is an Internet based course.
Participants will use word processing software in the completion of written
assignments.
Participants will use web-based resources to complete some assignments.

Commitment to the Practice of Continuous Reflection and Assessment

Participants will reflect on decisions that they make using discussions,
simulations, or case studies.
Participants will reflect on decisions made by others within the context of their
organization.
Students will participate in policy analysis

You will find the complete conceptual framework on the COE website
(http://coe.georgiasouthern.edu/pdfs/cfram.pdf).
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Structure of the course

During this course, you will encounter a number of learning modules based on the
course objectives. The modules will direct you to resources such as readings in the
course text, posted documents in PDF format, and/or sites on the Internet that are
relevant for the course topics. Activities will vary from independent work to group
discussions using the Folio discussion board or even the online chat! All assignments
should be completed and submitted via the Assignment TAB of the Folio system unless
otherwise directed.

Due dates for assignments will be included in the learning modules and on each
assignment. Assignments are due in the Assignment Tab no later than 11:59 PM of the
due date. Assignments received late may result in a lower grade.

Expectations

Read all assigned material in the timeframe outlined on FOLIO so that you have the
background and understanding to fully contribute to the class discussions and
assignments. A key component of the course is to synthesize and discuss issues,
knowledge, and experiences (as is appropriate in graduate level work). You will have
the opportunity to do so online through thoughtful postings and discussions based on
what you are learning in the course.

It is expected that ALL submitted work be well written and free of grammar and spelling
mistakes. Points will be deducted from an assignment's overall grade if spelling or
grammar errors are present. Use peer review appropriately to polish your written
assignments prior to submission for a grade and make use of electronic tools such as
the grammar check tool in your word processing software. If you would like or need
extra help with your writing, please use the University Writing Center
(http://class.georgiasouthern.edu/writingc/).

Another valuable resource is Strunk and White's The Elements of Style. It is a classic
reference for writing, and it is available for free online at http://www.bartleby.com/141/ .

All formal assignments should be submitted in APA format, in accordance with the 6 th
edition.

Online participation is required and candidates are expected to interact often and
contribute insight into the discussion drawing from source material as well as your own
experiences and opinions

Required Text

There is no required text for this course.

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Recommended Resource

American Psychological Association. (2010). Publication Manual of the American

Psychological Association (6th ed.). Washington, DC: APA.

Electronic subscription requirement

Each student should make a point to subscribe to a regular online news source for
higher education. These services are free of charge and greatly inform your practice by
providing you up to date information on current events in higher education. Examples
include, but are not limited to:

Inside Higher Ed (IHE) Daily News http://www.insidehighered.com/

Academic Impressions AI Daily Plus http://www.academicimpressions.com/
Chronicle of Higher Education http://chronicle.com

*free email subscriptions to AI and IHE can usually be found in upper right of
webpage

*Chronicle is not free but you can view it free through GSU library

Additional readings may be assigned and/or recommended throughout the term.

Instructional strategies / activities / technology:

The intent of the coursework is to link historical issues presented in the readings with
the practical aspects of higher education finance in todays milieu. To facilitate linkages
among the issues presented during the course and learners own experiences, I expect
students to
read the weekly assignments,
engage in dialogue with peers regarding questions and topics generated,
discuss topics related to the study of Higher Education Finance,
actively engage in large and small group discussions, problem-solving activities,
and inquiry exercises,
complete assignments, and
integrate the use of technology into learning and research efforts.

COURSE OUTLINE

Due Activities Assignment

Date
8/18 Self-Introduction Discussion
8/22 Higher Education Act of 1965 Written
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Higher Education Opportunity Act - 2008 Assignment

Read:
http://ifap.ed.gov/dpcletters/attachments/GEN0812FP0810Attac
hHEOADCL.pdf

http://www.enotes.com/higher-education-act-1965-
reference/higher-education-act-1965

http://www2.ed.gov/policy/highered/leg/hea08/index.html

http://www.ihep.org/assets/files//publications/M-
R/ReauthorizingHEA.pdf

Other sources:
http://thomas.loc.gov
http://edworkforce.house.gov/issues/
http://www.ncher.us/?page=initiatives

8/29 Historical and Current Political Issues PowerPoint

9/5 Historical and Current Political Issues Discussion

9/12 Politics of Accountability -- Accreditation Discussion

Read:

http://www2.ed.gov/about/bdscomm/list/naciqi.html

http://www2.ed.gov/about/bdscomm/list/naciqi-dir/2012-
spring/teleconference-2012/naciqi-final-report.pdf

http://www.chea.org/ia/IA_2012.02.21.html

http://www.chea.org/ia/IA_2013.05.31.html

http://www.chea.org/ia/IA_2013.06.25.html

9/19 Politics of Accountability For-Profit Institutions Discussion

Read:

http://chronicle.com/article/A-Damning-Portrait-of/133253/
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http://www.help.senate.gov/imo/media/for_profit_report/Contents
.pdf

http://www.insidehighered.com/news/2010/10/28/regs

http://www.nytimes.com/2012/08/04/opinion/closer-scrutiny-of-
for-profit-schools.html?_r=0

http://www.nytimes.com/2010/12/09/education/09colleges.html?
pagewanted=1&_r=1

http://online.wsj.com/article/SB100014240529702039370045780
76942611172654.html

http://www.manhattan-institute.org/pdf/ib_20.pdf

http://www.kiplinger.com/article/college/T012-C000-S002-the-
real-deal-on-for-profit-colleges.html

9/26 Financing Higher Education College Perspective -- Federal Written

and State Funding/Control Assignment

Read:

Refer to the readings and web links contained within the

Learning Four Learning Module
10/3 Financing Higher Education Student Perspective Discussion
Read:

http://deltacostproject.org/resources/pdf/trends_in_spending-
report.pdf

http://sites.williams.edu/wpehe/files/2011/06/DP-13.pdf

http://measuringup2008.highereducation.org/
10/10 Ethics and Politics Reflection Paper Written
Assignment
10/17 Decision Makers in Politics Written
Assignment
10/24 Non-governmental Organizations and Influence in Politics and Discussion
Policy Making

Read:

http://prospect.org/article/education-wars
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http://www.edweek.org/media/influence_study.pdf

http://www.darleenopfer.com/File/interest%20group%20handboo
k%20chapter.pdf

10/31 Federal Policies for ReformAnalyzing Political Systems Discussion

Read:

http://web.ed.ntnu.edu.tw/~minfei/comparativeeducationproblem
/englishreferencedata/97-2-E-8.pdf

http://www.cep-dc.org/displayDocument.cfm?DocumentID=181

http://www.chea.org/ia/IA_2013.05.31.html

http://www.chea.org/ia/IA_2013.06.25.html

http://www.chea.org/Government/FedUpdate/CHEA_FU36.html

Visit these websites:

http://www.help.senate.gov/hearings/

http://edworkforce.house.gov/committee/hewt.htm

11/7 Federal Policies for ReformActions for Education Written

Improvement Assignment
11/14 Federal Policies for Reform Discussion
11/21 Thanksgiving Break
11/28 Final Projects DueIssue Analysis Paper/Political Written
Memorandum for Incoming College President Report

Class Participation/Written Assignments

As this is an online course, participation can be difficult to measure. It is important that

you are an ACTIVE learner in this course. Participation will be measured through a
variety of methods.

Most weeks, you will be expected to engage in discussion board posts. For each
module the discussion expectations will be described to you, but typically they will
include you posting your thoughts and then replying to at least two-three of your
classmates thoughts. If you find a comment pertinent to your situation, or something
 EDLD 8439 Fall 2016 9

you can respond to through experience or current concern or strong opinion, please
post a reply.

Your active and thoughtful participation in discussion board activities is very important.
You are expected to engage in a discussion through replies and failure to do so will
lower your grade. The assigned readings should be done so you can contribute
insightful ideas and questions and be prepared to respond knowledgeably and
insightfully to the ideas and questions of others. It is your responsibility to actively
contribute to the discussion.

In an effort to vary our learning methods, there will also be occasions where different
assignments will be incorporated into the weekly learning modules in lieu of discussion
posts. These assignments could include short papers, mock quizzes, reflections, or
other ways that students can demonstrate an understanding of the modules content.

Ethics and Politics Reflection Paper

Each student will choose an example of a political and ethical (or unethical) practice
concerning contemporary American higher education found in a current periodical on
professional literature (Chronicle of Higher Education, Inside Higher Ed, AI Daily plus,
etc.) as your source, write a reflection paper on the political and/or ethical lesson(s)
learned. Give a brief synopsis of the issue in your own words, and then discuss your
thoughts on the issue. What are the main points? What is the impact of the issue?
Who does the issue impact and how? This assignment is not a formal critique but a
reflection, however you still need to use proper APA style writing.

Components should include: (a) a BRIEF summary of the issue that highlights the major
point(s). In this section, you must use at least two, but no more than four direct quotes
from your sources to demonstrate that you know how to cite in APA style; (b) a five to
seven sentence reflection in which you state your feelings on the topic (do you agree or
disagree, why or why not? Was the presentation of the material fair and unbiased? Was
anything missing? etc.; and (c) a statement of the implications of the major point(s) of
the article to a current educational setting. In other words, how does what you learned in
the article help you to better understand or be more effective in a current educational
setting? Use the following headings in your papers: Summary, Reflection, and
Implications. Do not use a running head on this document.

Reference information must be in APA style and included on the bottom of the second
page. Please note that the Bibliography in this syllabus is in the APA style required for
your assignment references. You may use newspaper or newsletter articles for this
assignment only.

Please limit your Ethical Reflection Paper to no more than 3 pages (maximum).
DUE on 10/10/2015 by 11:59 pm
10% of final grade
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Final Project: Political Memorandum

Each student will assume the role of the head of government and community relations
for X University. After a national search, a new president has just been chosen to
assume office in two months time. In this transition period, prepare a memorandum for
the new president in which you identify and describe the emerging political issues on
your campus, how you would like to have the president interact with government
officials and the community, and the single most important item that you think deserves
his/her attention. In taking on this role, you should synthesize issues covered
throughout the semester and demonstrate an understanding of the key components of
selected issues via your memorandum.

Please limit your memorandum to no more than 5 pages (maximum).

DUE on November 28, 2015 by 11:59 pm
21% of final grade

Evaluation/student assessment
Written assignments will be evaluated as follows

40% Content quality (adherence to the assignment, completeness, appropriate

length)
40% Clarity of expression (clear, concise writing; easy to read and understand)
20% Correctness of grammar, spelling, sentence structure, vocabulary,
punctuation, and adherence to APA style

Other information about written assignments

Create papers and assignments using word processing equipment double-
spaced with 1" margins (sides, top, and bottom).
Use a standard font (for example, Times New Roman), double spaced, with font
size of 11 or 12.
Submit all written assignments as email attachments through the course website.
Proofread your paper and/or ask someone familiar with APA style to proofread
your paper to double check for all of the items on which you will be evaluated.
Written assignments submitted late will have points deducted.
Paper format and style should be consistent with the Publications Manual of the
American Psychological Association (APA), 6th edition. NOTE: Some class
activities / readings will be devoted to the key features of APA style. You are
expected to familiarize yourself with APA style, as it is required throughout the
program. For an excellent web resource for APA information visit the APA web
site (http://www.apastyle.org).

In the completion of course work, I expect students to

ask questions whenever the need arises,
 EDLD 8439 Fall 2016 11

collaborate with colleagues in a professional manner,

follow directions and complete all portions of assignments,
write with clarity,
demonstrate the ability to analyze and synthesize material,
cite carefully and appropriately from the body of professional literature, and
submit products that demonstrate pride in ones work and attention to detail.

Class Evaluation Criteria:

A. Grades will be based on the following criteria:

Written Assignments 34 points
Discussion and Participation 35 points
PowerPoint 10 points
Final Written Project 21 points

B. Total points will be reflected in the following grading scheme:

A = 90 - 100 points (meets exceptional expectations)
B = 80 - 89 points (meets average expectations)
C = 70 - 79 points (meets minimum expectations)
F = Less than 70 points (does not meet expectations)

C. Written assignments (weekly assignments as well as research paper) will be

evaluated in terms of:
The writer's ability to use appropriate research techniques associated with
disciplined inquiry.
The writer's ability to write a clear narrative that helps the reader understand both
the context and content of the issue or material.
The writer's ability to analyze and synthesize the issues or material.
The writer's ability to demonstrate scholarship by the breadth and
appropriateness of sources used in the paper.
The writer's organization of written expression.
The writer's ability to meet advanced graduate standards for written work.

Guidelines for Written Assignments:

o All written material for class should be carefully typed and proofread.
o Please follow the APA manual on all written communication.
o All written work submitted in fulfillment of course requirements will be
expected to meet GRADUATE STANDARDS.
o Always keep a copy of any submitted papers or assignments.
o All written assignments must be submitted as instructed in the Learning
Module

D. Class Participation: There is no substitute for planning, perseverance and

participation when it comes to this class. To be successful students must keep on top
of all the assignments and not procrastinate. This is especially true given the limited
 EDLD 8439 Fall 2016 12

availability of the instructor. The following rubric outlines the method to be used to
determine the student's grade on all discussions.

Participation Grading for Discussions

Focus Timeliness Specificity Support Thoughtfulness Use of Language

Comments
(a
minimum
of one
original Majority of
Comments are
and two Posting comments Comments Writing is well-
articulate and
5 follow-up meets include are well- organized, unified,
show a high
postings) deadlines specific supported and error-free
level of thought
make details
vividly
clear
references
to readings

Comments
(may be
less than Many
Comments Writing is mostly
required Posting comments Comments show
are mostly organized and
4 minimum) meets include above average
well- unified, with few
make deadline specific thought
supported errors
perceivable details
reference
to readings

Comments
(does not
meet Some Comments Writing is
Posting
required comments are somewhat
fails to Comments show
3 minimum) include somewhat organized and
meet some thought
make specific well- unified, with some
deadline
some details supported errors
reference
to readings

Comments
(does not
Few
meet Posting Comments
comments Writing is poorly
required fails to are not Comments show
2 include organized/unified,
minimum) meet very well- little thought
specific with many errors
make little deadline supported
details
reference
to readings

Comments No Writing is not

Posting
(does not comments Comments organized or
fails to Comments show
1 meet include are not unified; errors
meet no thought
required specific supported impair
deadline
minimum) details communication
 EDLD 8439 Fall 2016 13

make no
reference
to readings

Class Discussion Netiquette

Because online communication generally lacks visual cues common to face-to-face

interactions, you are expected to follow by these standards. Netiquette is short for
network etiquette or internet etiquette. Please abide by the following netiquette rules
when communicating with your instructor or peers in this class:

Be sensitive and reflective to what others are saying.

Dont use all caps. It is the equivalent of screaming.
Dont flame these are outburst of extreme emotion or opinion.
Think before you hit the post (enter/reply) button. You cant take it back!
Dont use offensive language.
Use clear subject lines.
Dont use abbreviations or acronyms unless the entire class knows them.
Be forgiving. Anyone can make a mistake.
Keep the dialog collegial and professional.

E. Course Academic requirements:

Participate in on-line discussions, chats and activities.
Submission of all materials electronically via email or through FOLIO.
Demonstrate prior reading and preparation for class.
Exhibit knowledge of content and application of course material.
An incomplete grade will be given only for valid reasons and approval of the
professor after a written request submitted by the student.

Instructor Expectations:
The Instructor is responsible for providing instruction in a stimulating, informative
and responsible manner.
The Instructor is required to use effective concepts of adult learning in
instructional delivery.
Papers and presentations will be critiqued by the instructor and returned to
students in a timely manner. Students will have the option of rewriting papers to
correct deficiencies and resubmit them to the Instructor.
The Instructor will provide thorough feedback on all submitted materials.
The Instructor will be accessible to the students for personal consultation by
appointment, via email, via FOLIO and/or by telephone.
The Instructor will require students to complete an evaluation of the teaching
processes, the content and context of the material, the instructional strategies
utilized, and the general substance of the course.
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Academic dishonesty
Candidates at Georgia Southern University are an essential part of the academic
community, and enjoy substantial freedom within the framework of the educational
objectives of the institution. The freedom necessary for learning in a community so rich
in diversity and achieving success toward our educational objectives requires high
standards of academic integrity. Academic dishonesty has no place in an institution of
advanced learning. Georgia Southern University considers academic integrity as
essential part of each candidate's personal and intellectual growth. Instances of
academic dishonesty are addressed consistently. All members of the community
contribute actively to building a strong reputation of academic excellence and integrity at
Georgia Southern University.

It is each candidate's responsibility to know what constitutes academic dishonesty and

to seek clarification directly from the instructor if necessary. The Office of Judicial Affairs
is located in Russell Union room 2023 (912 486-7301). Examples of academic
dishonesty include, but are not limited to
Submission of an assignment as the student's original work that is entirely or
partly the work of another person.
Failure to appropriately cite references from published or unpublished works or
print/non-print materials.
Unauthorized copying of an assignment in computer programming, or the
unauthorized examination or view of the computer, specifically during
examinations.
Possession and/or unauthorized use of tests, notes, books, calculators or
formulas stored in calculators not authorized by the instructor during an
examination.
Providing and/or receiving information from another student other than the
instructor, by any verbal or written means.
Observing or assisting another student's work.
Violation of the procedures prescribed by the professor to protect the integrity of
the examination.
Cooperation with a person involved in academic misconduct.

A candidate who has been accused of academic dishonesty will be asked to meet with
the course instructor. The matter can be resolved informally at the College level and/or
an academic sanction can be imposed. If the student opposes the decision, he/she may
appeal to the College Dean.

ADA statement
Any candidate who has a disability that substantially limits learning in a higher
education setting may contact the Student Disability Resource Center) for information
regarding their eligibility for reasonable accommodations. The Center is Building 805
and the office telephone number is 478-0666.

Diversity
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Together, we maintain an intellectual culture that is accessible, disciplined, free,

safe, and committed to excellence. By our behavior with one another, we endorse a
cultural of diversity, celebrating the uniqueness of the individual and developing our
understanding and tolerance of differences in gender, ethnicity, age, spiritual belief,
sexual orientation, and physical and mental potential. We take responsibilities for
sustaining a caring culture, nurturing growth and fulfillment in one another and in the
larger communities of which we are a part. We insist on a culture of civility, united in our
rejections of violence, coercion, deceit, or terrorism. We work to increase collaboration,
cooperation, and consensus within rational dialogue characterized by mutual respect
and consideration.

This is a responsible culture. We expect each member of our community to carry

out responsibly his or her duties for preserving the integrity, quality, and decency of our
environment and our discourse.

In order to accomplish the above-mentioned expectations and responsibilities,

everyone must engage in certain specific behaviors. Inside the classroom, the students
are expected to respect the sanctity of the teaching/learning process by expressing
respect for the faculty member as the organizer and guide through this learning
experience, as well as for fellow students. Disruptive, disrespectful, discriminatory,
harassing, violent and/or threatening behavior is explicitly prohibited.

Students are expected to be responsible for their own learning and, in return, can
expect responsible teaching from the faculty member.

Course Policies

Student email
Georgia Southern University created an email account for you when you
registered for classes. Please log into WINGS and look under personal information to
find your email account, name and password. Your GSU email is your official email for
the university, the department, and for this course.

Responsible attendance and absences

As an adult learner, you most likely have multiple roles and commitments to
juggle. In addition to being a student, you may be an employee, a parent, a community
leader, or a caregiver to a family member. If you are a full-time candidate, you are
working to learn a wide variety of new skills and to meet the expectations for multiple
courses. As your teacher, I too have many responsibilities and multiple roles. Therefore,
we need to work together to accomplish the intended learning outcomes for this course.

Responsible attendance, even for an online course, means that you will plan your
schedule so that you can manage your time and complete your assignments and
assessments on or before the date on which they are due.
 EDLD 8439 Fall 2016 16

I will provide written notification of the change with a rationale for the change.
ALL module sessions are mandatory even though they are online class sessions.

Deadlines
It is your responsibility to meet all of the deadlines for every learning module and
course assignment. Assignments will be given due dates. Assignments not turned in on
the designated due dates and times will be considered late and will have points
deducted. I will accept late assignments up to one week after the original due date,
barring serious extenuating circumstances.

Class modifications
Check the entry page of Folio for notices concerning changes / modifications to
class made by your instructor. I will inform you of any changes via email. If there is a
need to make adjustments in the schedule, I will provide written notification of the
change with a rationale for the change.

Course concerns
If you have any concerns, whatsoever, about any of the assignments or your
performance, please contact me via campus email (dwcalhoun@georgiasouthern.edu).
Early questions result in better learning (for student as well as instructor).

Ethics and professional behavior

Students are expected to behave in an ethical manner at all times. Violations of the
academic dishonesty policy will not be tolerated. The consequences of dishonest
behavior will be commensurate with the activity to include, but not be limited to, a grade
of 'F' for that activity or for the class, dialogue with administrators, and / or dismissal
from the college. In the completion of course work, I expect students to
ask questions whenever the need arises,
collaborate with colleagues in a professional manner,
follow directions and complete all portions of assignments,
write with clarity,
demonstrate the ability to analyze and synthesize material,
cite carefully and appropriately from the body of professional literature, and
submit products that reveal pride in ones work and attention to detail.

How to maximize this learning experience

Take charge of and be responsible for your own learning. Raise questions,
probe, explore; go after what you need.
Be open. Use your imagination, consider new possibilities and create
something new for yourself.
Give as well as receive. Give liberally to co-learners and be prepared to
receive a great deal from them.
Have fun. Plan to enjoy this opportunity to learn and to grow in many ways.
 EDLD 8439 Fall 2016 17

Bibliography

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Ball, S. (1990). Politics and policy making in education. London: Routledge.

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Bierlein, L. (1993). Controversial issues in educational policy. Newbury Park, CA:

Sage.

Blase, J. (Ed.). (1991). Politics of life in schools. Newbury Park, CA: Sage.

Blase, J., & Anderson, G. (1995). The micropolitics of educational leadership: From
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Block, P. (1987). The empowered manager: Positive political skills at work. San
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Francisco: Jossey-Bass.

Bolman, L., & Deal, T. (1997). Reframing organizations (2nd ed.). San Francisco:
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Burdin, J. (Ed.). (1989). School leadership: A contemporary reader. Newbury Park,

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