This study applied the structured observation technique developed by Mintzberg to the high school principalship. Observation of the activities performed by five principals resulted in a characterization of school administration that paralleled private sector management in many respects. Principals exercised building-level authority over such matters as organizational maintainance, the administration of the instructional program, pupil control, and extra-curricular activities. They spent comparatively little time on affairs external to the school organization. Although their work pace was hectic, there were certain cyclic features which could be identified.William J. Martin is Principal of Williamsport High School, Williamsport, Pennsylvania, and Donald J. Willower is Professor of Education, The Pennsylvania State University.The principal of the modern high school is among the most familiar of community figures. However, the more popular descriptions of the principalship are based upon quite indirect methods of investigation. These include surveys that measure the characteristics of persons in the position, and questionnaires that assay their self perceptions.' METHODOLOGY An obvious strategy for examining role behavior is to observe the task-performance patterns of persons in the position in question. Surprisingly, this strategy seems to have been ignored by most educational researchers with a few noteworthy exceptions.2 Mintzberg maintains that such direct research is a technique that makes up in depth what it lacks in at UNIV NEBRASKA LIBRARIES on April 12, 2015 eaq.sagepub.com Downloaded from

The work behavior of five elementary school principals was examined using Mintzberg's structured observation technique. The principals' activities exhibited the intensity, variety, and fragmentation typical of administrator work. Compared with secondary principals in an earlier study, the elementary principals' pace was less hectic, and they spent more time on the instructional program. They also exhibited many individual differences. The authors conclude with a consideration of the limitations of structured observation. The article is an expanded version of a paper presented at the Annual Meeting of the American Educational Research Association, New York Citv, March 1982.

John Dewey′s thought is the premier philosophic source on reflective methods. Examination of his thought has much to offer current work on reflective administration. It provides philosophical grounding and an intellectual and ethical context for the use of reflective methods in administrative practice and preparation. Reviews relevant features of Dewey′s philosophy and shows implications for the use of reflective methods in educational administration.

The purpose of this paper is to examine the state of the art of theory and theorizing in educational administration. The author investigates in what ways and why theory and practice have been disconnected and how they could be better conjoined. Although progress in the development of theory has been slow, it has been tangible. More recent work has displayed a greater degree of scientism in approach; more people have been involved; the extent of conceptual orientation has broadened; and the number of empirical studies has also increased. Whilst acknowledging the full‐fledged field study as the preferred mode, the author suggests a number of other strategies that may profitably be utilized to provide field data with theoretical utility. An experience audit, log or diary, instruments to function as operational definitions for certain kinds of behavior or attitudes, and devices to measure concepts central to explanation in a given area are examples.

The professorship in educational administration is considered in terms of its recent past-the times and the context. Then aphilosophical position is advanced along with implications for the professorship. Finally, in light of the past and the philosophical position, some suggestions are made for the future.

In this paper, which was presented at a Conference for Lecturers in Educational Administration held in Melbourne in August 1981, the author expands upon past criticisms of the phenomenological and Marxist perspectives, provides an extensive analysis of the concept of loose coupling and puts forward a philosophical alternative to the phenomenological and positivistic positions. The interplay of philosophical viewpoints with issues in theory, research and preparation in educational administration is emphasized.

Some trends in thought and research over the past 25 years in educational administration are explored. Then some suggestions concerning work that could become part of the research agenda during the next 25 years are presented.

Observations and interviews were conducted in a high school, selected because of high student achievement scores, controlled for socioeconomic status, and a reputation for excellence. An organizational culture that cut across school groups including students, was found. It was grounded in academics and school spirit. A set of reinforcing elements was proposed as the reason for the culture. It included: administrators, teachers, parents, and a school board committed to academic study; a community whose main employer was a medical centre and which was perceived to be education‐oriented; many students who associated academic success with material success and popularity; and a school superintendent who acted as a catalyst. If students are to be part of a school′s organizational culture, reinforcing elements equivalent to those found are probably crucial. They counteract the oppositional student and adult subcultures that are so common in schools.