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The Ethics of Educational Leadership, by Ronald W. Rebore
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This book looks at ethics in educational administration from a practical perspective—viewing significant ethical issues in building and central office administration—and organizes the content to address the requirements of ISLLC Standard Five. The presentation begins with a treatment of personal ethical development, moves to the practice of educational leadership, continues with the issues of pluralism, and concludes with an ethical orientation self-assessment instrument. Writings of major philosophers and important ethical public documents are used as touchstones upon which ethical analysis is developed, while case studies offer readers the opportunity to see how theory is put into practice. Some of the selected readings include contributions from Jean-Paul Sartre, Immanuel Kant, Aristotle, Jürgen Habermas, John Stuart Mill, Edith Stein, Simone de Beauvoir, and John Rawls. For professionals in human resource administration and other management level positions.
- Sales Rank: #1321773 in Books
- Published on: 2000-06-25
- Original language: English
- Number of items: 1
- Dimensions: 9.10" h x .60" w x 7.40" l, 1.19 pounds
- Binding: Paperback
- 290 pages
Features
- ISBN 0-13-787920-2
- Paperback
From the Inside Flap
PREFACE
No issue has captured the interest and imagination of the American public more than the subject of ethics, particularly in relation to leadership in the public sector. Further, ethical issues in education now concern not only the conduct of administrators, teachers, and staff members in relation to how they fulfill their responsibilities in schools and school districts, but also the ethics of their private lives. The public makes little distinction between the arenas in which educational leaders deal with ethical situations. People are concerned with the ethical fiber of superintendents, principals, and other administrators regardless of the situations in which they perform an action. They are public figures and as such are expected to be role models for students, other educators, and the public in general.
In treating the subject of ethics as it relates to educational leadership, the material and argumentation in this text are organized so that they support Standard Five of the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. This standard is concerned with the ethics of school leadership. The works of important philosophers provide the basis for the development of the ethical principles presented in this book. Equally important is the methodology that these philosophers used in arriving at ethical insights. The lasting benefit to students of educational-leadership ethics is understanding their method of analysis. Two philosophers from the classical period are presented, along with six from the modern period and fifteen from the contemporary period. These philosophers were chosen because their ideas and concepts are relevant to the American ethos and to the practice of educational leadership.
The Ethics of Educational Leadership should be of interest to three groups of people: professors of educational leadership who have the instructional responsibility of teaching courses in ethics; practicing central-office and school-building administrators who want to become more familiar with the field of ethics; and members of the general public who have an interest in how ethics relates to educational leadership.
The book is organized into five parts. Part One, "The Ethical Administrator," comprises Chapters 1 through 3 and is concerned with establishing the fundamental principles endemic to being an ethical person who is also an educational leader. Part Two, "The Ethical Practice of Educational Leadership," includes Chapters 4 and 5, which concentrate on the ethical practice of central-office and school-building administration. Part Three, "Equity and Educational Leadership," contains Chapters 6 and 7. These chapters deal with gender equity and how other kinds of equity issues can be addressed in a pluralistic society. In addition, this section discusses equity from the perspective of social justice and considers how public discourse can contribute to the development of educational administration policies. The Epilogue constitutes the fourth part of this book, and sets forth some final thoughts about ethics. Last is the Appendix, which contains a self-assessment instrument that will help the reader ascertain his or her understanding of ethical principles in relation to educational leadership activities.
Several pedagogical features will help the reader understand the nuances of the material. Each chapter contains the following sections: "Other Philosophical Approaches to the Issues in This Chapter," "Crosswalk to ISLLC Standard Five" (except Chapter 1), "Ethical Considerations Presented in This Chapter," "Summary," "Discussion Questions and Statements," and "Selected Bibliography," as well as one or more case studies (except Chapter 1). Further, the text includes several excerpts from the writings of important philosophers and from documents that set forth principles that have an impact on ethical conduct. ACKNOWLEDGMENTS
I am especially grateful for the support which I received from my wife, Sandy, my son, Ron, and daughter, Lisa, both of whom are teachers. I could not have completed this book without the encouragement and support of Debbie Stollenwerk, my editor at Merrill/Prentice Hall. Her insight helped me focus the book so that it better serves the needs of the academic community.
Finally, I wish to thank the reviewers for their comments and suggestions: Clinton Collins, University of Kentucky; David A. Erlandson, Texas A&M University; Beverly Geltner, Eastern Michigan University; Robbe Lynn Henderson, California State University, Dominquez Hills; Larry W. Hughes, University of Houston; Stephen Jacobson, State University of New at Buffalo; and Spencer Maxcy, Louisiana State University.
From the Back Cover
This book looks at ethics in educational administration from a practical perspective—viewing significant ethical issues in building and central office administration—and organizes the content to address the requirements of ISLLC Standard Five. The presentation begins with a treatment of personal ethical development, moves to the practice of educational leadership, continues with the issues of pluralism, and concludes with an ethical orientation self-assessment instrument. Writings of major philosophers and important ethical public documents are used as touchstones upon which ethical analysis is developed, while case studies offer readers the opportunity to see how theory is put into practice. Some of the selected readings include contributions from Jean-Paul Sartre, Immanuel Kant, Aristotle, Jürgen Habermas, John Stuart Mill, Edith Stein, Simone de Beauvoir, and John Rawls. For professionals in human resource administration and other management level positions.
Excerpt. © Reprinted by permission. All rights reserved.
PREFACE
No issue has captured the interest and imagination of the American public more than the subject of ethics, particularly in relation to leadership in the public sector. Further, ethical issues in education now concern not only the conduct of administrators, teachers, and staff members in relation to how they fulfill their responsibilities in schools and school districts, but also the ethics of their private lives. The public makes little distinction between the arenas in which educational leaders deal with ethical situations. People are concerned with the ethical fiber of superintendents, principals, and other administrators regardless of the situations in which they perform an action. They are public figures and as such are expected to be role models for students, other educators, and the public in general.
In treating the subject of ethics as it relates to educational leadership, the material and argumentation in this text are organized so that they support Standard Five of the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. This standard is concerned with the ethics of school leadership. The works of important philosophers provide the basis for the development of the ethical principles presented in this book. Equally important is the methodology that these philosophers used in arriving at ethical insights. The lasting benefit to students of educational-leadership ethics is understanding their method of analysis. Two philosophers from the classical period are presented, along with six from the modern period and fifteen from the contemporary period. These philosophers were chosen because their ideas and concepts are relevant to the American ethos and to the practice of educational leadership.
The Ethics of Educational Leadership should be of interest to three groups of people: professors of educational leadership who have the instructional responsibility of teaching courses in ethics; practicing central-office and school-building administrators who want to become more familiar with the field of ethics; and members of the general public who have an interest in how ethics relates to educational leadership.
The book is organized into five parts. Part One, "The Ethical Administrator," comprises Chapters 1 through 3 and is concerned with establishing the fundamental principles endemic to being an ethical person who is also an educational leader. Part Two, "The Ethical Practice of Educational Leadership," includes Chapters 4 and 5, which concentrate on the ethical practice of central-office and school-building administration. Part Three, "Equity and Educational Leadership," contains Chapters 6 and 7. These chapters deal with gender equity and how other kinds of equity issues can be addressed in a pluralistic society. In addition, this section discusses equity from the perspective of social justice and considers how public discourse can contribute to the development of educational administration policies. The Epilogue constitutes the fourth part of this book, and sets forth some final thoughts about ethics. Last is the Appendix, which contains a self-assessment instrument that will help the reader ascertain his or her understanding of ethical principles in relation to educational leadership activities.
Several pedagogical features will help the reader understand the nuances of the material. Each chapter contains the following sections: "Other Philosophical Approaches to the Issues in This Chapter," "Crosswalk to ISLLC Standard Five" (except Chapter 1), "Ethical Considerations Presented in This Chapter," "Summary," "Discussion Questions and Statements," and "Selected Bibliography," as well as one or more case studies (except Chapter 1). Further, the text includes several excerpts from the writings of important philosophers and from documents that set forth principles that have an impact on ethical conduct.
ACKNOWLEDGMENTS
I am especially grateful for the support which I received from my wife, Sandy, my son, Ron, and daughter, Lisa, both of whom are teachers. I could not have completed this book without the encouragement and support of Debbie Stollenwerk, my editor at Merrill/Prentice Hall. Her insight helped me focus the book so that it better serves the needs of the academic community.
Finally, I wish to thank the reviewers for their comments and suggestions: Clinton Collins, University of Kentucky; David A. Erlandson, Texas A&M University; Beverly Geltner, Eastern Michigan University; Robbe Lynn Henderson, California State University, Dominquez Hills; Larry W. Hughes, University of Houston; Stephen Jacobson, State University of New at Buffalo; and Spencer Maxcy, Louisiana State University.
Most helpful customer reviews
5 of 6 people found the following review helpful.
Dry and boring.
By MR BEAN FAN
This is a text that is dry, boring, and lifeless. The author uses a writing style that appears to be designed to impress rather than to communicate facts.
There are some interesting applications to educational leadership that I have read so far, but basically it is a long-winded treatise that was written with ten dollar words so as to impress the reader. Chances are, you are buying it because you have to...so buy away..and hopefully you get more out of it than I am!
0 of 0 people found the following review helpful.
The Rebore Paradox
By Insert Random Screen Name Here
Life is full of paradoxes. This book is one of those. Consider chapter 3, Ethics of Power and Duty in Educational Leadership. In this chapter Dr Rebore has assembled a number of well formed arguments for the moral and ethical use of power in education. While the writing style tends to be somewhat haughty and aloof, the message is clear; exploitation of power for personal gain is a big no-no. Aye Aye Captain Rebore!
Why then would a "expert" in ethics willfully and intentionally exploit the powerless (the student) for his own personal gain with such an exorbitant book price? Could the words on each paperback page truly be worthy of the 25 cent toll assigned to read Dr Rebore treatise? Are the educational ethics Dr Rebore has collected somehow three to four times more valuable than say business ethics, or contemporary ethics, or even ethics for dummies? Or is Dr Rebore engaging the one of the longest running scams in education... textbook price gouging?
Given the vast array of publication options available, Dr Rebore has chosen to sell his soul in a collusion with predatory publishers to extort students assigned to read his work. It is clearly wrong, but for this ethicist, profit and prestige come before honor. Eager to grab the prestige of a big publisher, hungry for the profit, and blind to the true mission of education, Ronald Rebore put his personal interest above those of his students and his readers, who then in turn lost all credibility he might have once had as an ethical educational leader.
0 of 0 people found the following review helpful.
Poor Quality!
By Doctoral Student
I am currently pursuing my doctorate in educational administration. One of the courses I am taking required this textbook. While I do not consider myself to be an expert in evaluating the physical quality of books, I feel that anyone considering this book should know what to expect.
The book cover itself is not a problem. It looks professional and appropriate for the text. However, the interior is where the problem starts. I found two major concerns: The pages appear to be photocopies of the actual book. While this is not overly problematic, it should be noted. The other concern is the print of the pages. The pages appear to have not printed straight, and instead look as if the page should be tilted slightly to the right.
While I do not feel that this affects the reading of the books, I do recognize that textbooks are pricey. You should receive a quality item, especially when it has a "quality" price!
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