(1997). Increasing African Americans' Participation in Higher Education. The Journal of Higher Education: Vol. 68, No. 5, pp. 523-550.

Increasing African Americans' Participation in Higher Education: African American High-School Students' Perspectives

This article seeks to shed light on the contexts and characteristics of principalship in developing countries, as well as to examine similarities and differences between principals in developed and developing countries. Twenty‐seven papers constitute the data on which external influences on principalship, patterns of leadership styles and managerial aspects of the principal's role are analysed. Although there is no one portrait of school principalship in developing countries, some common features were revealed, such as limited autonomy, autocratic leadership style, summative evaluation, low degree of change initiation, and lack of instructional leadership functions. Theoretical implications and suggestions for educational policy and reforms are presented.

https://www.jstor.org/stable/pdfplus/4134638.pdf

The principalship in developing countries: context, characteristics and reality

Notes that, while there have been periodic calls for comparative work in educational administration, few empirical studies have been designed specifically to compare principal leadership practices between contextual and cultural settings. Suggests that conducting such studies raises several conceptual and methodological problems with respect to underlying assumptions about knowledge, appropriate conceptualizations of principal leadership, and methods of inquiry. Proposes first to identify some of the salient conceptual and methodological issues involved in cross‐cultural research, and then to explore and elaborate on these issues in greater detail by investigating principal leadership across two cultural settings.

Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings

Although educational administration has experienced impressive development over the past three decades, the fact that a robust comparative branch of the field has failed to emerge is equally conspicuous. This article acknowledges and highlights the need for comparative educational administration and argues that the development of conceptual frameworks is imperative in building a comparative dimension. A conceptual framework is described and justified based on a cultural and cross-cultural approach focusing on the school level as the baseline unit for analysis. Specifically, the proposed framework is architectured around the interrelationship between the core concepts of culture, organizational structures, leadership and management processes, curriculum, and teaching and learning. Finally, implicatitons of the model are discussed, including the need for the framework to be operationalized by the development of appropriate research instruments.

Comparative Educational Administration: Developing a Cross-Cultural Conceptual Framework

The instructional leadership role of the principal has received much attention in the literature The present study draws upon emerging research and explores the basis for predicting school academic achievement from the instructional leadership behavior of principals A model of instructional leadership was examined to determine its predictive power in correctly identifying high‐ and low‐achieving elementary and high schools in two distinct cultural contexts A total of 265 teachers and principals from California and the Marshall Islands participated in the study The results indicate that school academic achievement can be predicted from a knowledge of principal instructional leadership behaviors The theoretical and practical implications of the results are discussed

Edgar L. Morphet

Papers

Educational Organization and Administration: Concepts, Practices, and Issues

The economics and financing of education

Financing the public schools

Designing education for the future

Educational administration : concepts, practices, and issues