University-based educational leadership preparation has for some time been in a period of turmoil, partly because of repeated waves of criticism, both external and internal, and partly because of an... More > inability to reach consensus on new directions the field should take if it wishes to remain the primary path to educational leadership—indeed, if it wishes to survive. Two powerful approaches to educational leadership have in recent years been competing for the heart and soul of educational leadership preparation. The first, the accountability approach, was originally imposed on PK-12 education by national and state governments, and has since been inexorably making its way into university-based leadership preparation. Some argue that the accountability approach actually is quite compatible with the mainstream or conventional educational leadership of the past, because, like mainstream leadership, it is characterized by external control, technical rationality, and maintenance of the status quo.< Less
A goal of this project is to reposition and revitalize the yearbook as a stellar annual publication.
Another goal is to distinguish it from NCPEA’s peer-reviewed journals. To reflect this... More > change in mission
and international outreach, the 2013 yearbook has a global focus and scope. Consequently, the mission of
the yearbook has been changed to attract the best papers from the annual conferences and non-affiliated
NCPEA submissions worldwide that address leadership from local, state, national, and international
perspectives.< Less
“GAPPSI” stands for Gap Analysis for Problem-solving, Planning, and School Improvement. This book guides problem solving and problem analysis projects for education leaders with the aim... More > of school improvement. Henceforth, I refer to this book as GAPPSI.< Less
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