Inclusion is not a place, but an educational philosophy that encompasses curriculum and instructional practices, school culture and organization, and school staffing patterns. This article examines the superintendent's role in creating inclusive schools, highlighting planning, implementation, training, parental involvement, budgeting, and…

The chairpersons of 40 Manitoba school boards completed a questionnaire examining frequency of superintendent evaluation, participants in the process, use of rating instruments, format of reporting, and evaluation goals. Evaluation packages of two districts were noteworthy in that they served to clarify the superintendent's role continuously. (SV)

Of 239 Nebraska school board presidents surveyed, 68 percent had experienced a critical incident with their superintendents. The most frequently cited incidents involved communications or human relations (37 percent), followed by staffing issues (15 percent), and ethics (11 percent). Over half of the incidents resulted in superintendent…

Describes two new forms of employment discrimination found at the informal job contact level and suggests that use of informal contacts continues to be a major barrier for women and people of color. Results are based on 13 interviews and a survey of approximately 280 school superintendents. (SLD)

Summarizes results of a statewide survey examining (Tennessee) school administrators' attitudes about educational research and identifies educational research/practice barriers. Many administrators surveyed believe that research reports are often difficult to understand, too technical, and impractical. Administrators with doctoral degrees felt…

Fritz Detwiler's article (in the December 1993/January 1994 "Educational Leadership" issue) implies that had Blissfield (Pennsylvania) Community Schools followed a democratic process, the district's Communities for Developing Minds project would have been adopted. Fundamentalist pressures prevailed despite Blissfield's democratic…

Advocates of participatory leadership, site-based management, and decentralization often assume that changing decision-making group composition will automatically improve the quality of decisions being made. Stakeholder satisfaction does not guarantee quality results. This article offers a framework for moving the decision-making discussion from…

Explores leadership succession by studying an elected county school superintendent's experience. Extends the Gordon and Rosen theoretical model by identifying factors triggering succession, examining interim appointments, and identifying succession and organizational elements affected by the nature of elected leadership positions. The…

Based on extensive historical research spanning three decades, this paper discusses the influence of Callahan's vulnerability thesis on thought and practice in shaping school administration, and the resulting influence in other disciplines. Though the relevance of the vulnerability thesis and reactions to it will continue to evolve, Callahan has…

Examines relationships among Ohio superintendents' leadership styles, style adaptability, and certain district characteristics identified as change oriented. Survey data from 611 superintendents showed that only district expenditure per student was significantly and positively related to leadership-style adaptability. Years of administrative…

In a case study, three women superintendents say their Texas communities viewed the superintendency as suitable for a white, middle-aged, conservative, married man committed to keeping taxes low. Their observations on subtle and blatant manifestations of androcentric culture may provide grist for feminist research. Corrective measures are…

In recent surveys, superintendents and principals reported several reasons why principals lose their jobs: failure to communicate positively; make wise decisions; build confidence, trust, and support among constituents; and manage complex political influences. Principals cited politics, ineffective administrative practices, and board conflicts.…

The urban school systems of four nontraditional superintendents (Harold Levy, Roy Romer, Paul Vallas, and Alan Bersin) include the nation's three largest (New York, Los Angeles, and Chicago) districts and San Diego. Some of these chief executives are managing more successfully than others; all four are facing difficult obstacles. (MLH)

An AASA report says 80 percent of the nation's superintendents are evaluated annually and 12 percent more often than that. However, comprehensive assessments are rare. Most are done in closed session and are rather perfunctory. Reluctant to use student outcomes, boards are trying more detailed approaches. (MLH)

Describes one superintendent's behaviors and activities while trying to implement a change agenda (site-based management) in his district. Although the superintendent's leadership style seemed based on theory, it created consternation and fear in many and acceptance in some. Administrators ultimately rejected the superintendent's…