Given the substantial and multifaceted landscape of online graduate education, a competency in this setting is essential for educational leaders. Therefore, educational leaders assist organizations to accomplish online graduate education objectives in a rapidly changing environment. Consequently, an organizational decision-making framework is…

After near-universal school closures in the United States at the start of the pandemic, lawmakers and educational leaders made plans for when and how to reopen schools for the 2020-21 school year. Educational researchers quickly assessed how a range of public health, political, and demographic factors were associated with school reopening…

The mechanism design approach to student assignment involves the theoretical, empirical, and experimental study of systems used to allocate students into schools around the world. Recent practical experience designing systems for student assignment has raised new theoretical questions for the theory of matching and assignment. This article reviews…

This document is one of eight reports prepared to support the development of a new learning system, an effort that is the first step in a major initiative undertaken by the Stupski Foundation. The report was created collaboratively by researchers from McRel with guidance from officers of the Stupski Foundation. Its purpose is to provide members of…

There are positive signs for higher education that are not discussed in "The Changing Politics of Education": reduced resources are causing institutions to become more cost-conscious and efficient in the management and allocation of those resources. The prospects for the future are not all grim. (Author/IRT)

Highlights several ERIC resources that discuss educational change strategies. (RL)

This "Research Roundup" focuses on how schools can benefit when educational leaders use data to challenge their intuition and assumptions in their decision-making. In "Building an Automated Student Record System: A Step-by-Step Guide for Local and State Education Agencies," Barbara S. Clements provides administrators with a quick but comprehensive…

If presented as challenges to practitioners' conventional assumptions about organizations, new views of educational administration might find greater acceptance. Practical experience shows, for example, that variance and unpredictability are phenomena normal to all organizations. Schools, too, are loosely coupled systems. Nor are decision…

Explores the evolving role of the deputy director of education in England in relation to the contest between professional participation in decision making and political/managerial control of decision systems. (MD)

Reviews theoretical concepts and research findings related to values and valuation processes as they influence educational administration and decision making. Discusses the application of values theory and research through reflective educational practice, methodological problems associated with values research, and current research trends and…

In the U.S.-affiliated Pacific, the U.S. Department of Education (U.S. ED) and the U.S. Department of the Interior (DOI) are responsible for assisting State educational agencies (SEAs) in the development of planning and accountability systems to meet the requirements of the "No Child Left Behind Act of 2001" (NCLB) requirements and…

Guidelines to facilitate the assessment and development of educational leadership decision-making skills are presented in this paper. Included are a review of traditional and contemporary concepts of the decision-making process, identification of appropriate techniques, and an analysis of four contemporary decision-making models by Thompson,…

In the past, educators have based their decisions on an assumption that schools would continue to grow in enrollment and resources. Educational literature too has focused on developmental and growth assumptions. Such assumptions may no longer be valid, as educational organizations are being confronted by problems of retrenchment and decline. This…

This paper is based on the assumption that the educational administrator is the mediator in policy development. The author sees the administrator as caught between two conflicting approaches to policy-making--one characterized as "rational" and the other as "political." In attempting to deal with this dilemma and with the dilemma of shrinking…

The complexities of educational autonomy v legislative intervention are examined in view of the various court cases that seek to interpret the intention of constitutional law. (LH)