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Ethics of School Administration (Professional Ethics) Paperback – February 5, 2005

ISBN-13: 978-0807745731 ISBN-10: 0807745731 Edition: 3rd

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Ethics of School Administration (Professional Ethics) + Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas, Third Edition
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Product Details

  • Series: Professional Ethics
  • Paperback: 208 pages
  • Publisher: Teachers College Press; 3 edition (February 5, 2005)
  • Language: English
  • ISBN-10: 0807745731
  • ISBN-13: 978-0807745731
  • Product Dimensions: 0.8 x 6 x 8.8 inches
  • Shipping Weight: 10.4 ounces (View shipping rates and policies)
  • Average Customer Review: 4.1 out of 5 stars  See all reviews (13 customer reviews)
  • Amazon Best Sellers Rank: #87,364 in Books (See Top 100 in Books)

Editorial Reviews

Review

"The text can be used both for courses in educational administration and by practicing administrators."

About the Author

Kenneth A. Strike is Professor of Cultural Foundations of Education at Syracuse University and Professor Emeritus of Philosophy of Education at Cornell University. Emil J. Haller is Professor Emeritus of Educational Administration at Cornell University. Jonas F. Soltis is William Heard Kilpatrick Professor of Philosophy and Education Emeritus at Teachers College, Columbia University.

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Customer Reviews

4.1 out of 5 stars
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Most Helpful Customer Reviews

12 of 14 people found the following review helpful By A Customer on October 19, 2000
Format: Paperback
This book has several important themes for educational leaders. Chiefly they revolve around two ideas-- considering what is best for an individual in light of what is best for an institution. I read this book as the Minnesota Gopher basketball situation was emerging, so it created a great deal of dialogue in our class. In addition, several scenarios appear in the book that create interesting atmospheres for discussion. My one criticism of the book is that it could have developed more of an ethical decision making model. Overall, a good book for graduate students pursuing an administrative position.
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5 of 5 people found the following review helpful By J. and L. Consulting on November 30, 2008
Format: Paperback Verified Purchase
The book starts in a promising way with the discussion of a common situation and the ethical dilemmas attached. After this the book becomes meandering, slow and lacking energy. The writing is turgid, long sentences and paragraphs that are ponderous and mind numbing as you move through the book. There appears to be no development of models to assist the reader build a model to assist and guide their decsision making.
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By Deb8r on December 28, 2013
Format: Paperback Verified Purchase
I purchased this book for a college class, but it was a really enjoyable read. I was surprise to find myself genuinely interested in required reading.
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By Aavila on October 12, 2013
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It's a very good book. It gives realistic scenarios to analyze. Real life situations to help you think and decide what is the ethical way to solve school problems
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By Tino on January 21, 2013
Format: Paperback Verified Purchase
Had to order this for a masters course I was taking. I was forced to read parts (1/2). I have to say it was good and got me thinking. It's more philosophical than anything. My favorite portion was the back. It provides about 20 situations. We had to present a few and they were interesting. Reminded me of situations from Seinfeld. All in all I got an A and life goes on. I hope this was ethical.... God Speed.
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This was just another required text book! As with most text books today, the cost seems to far exceed the value. Most of the information could have been gotten on-line for free.
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I thought about giving this a 3, but the writing was simply too stagnant for me to do fairly do so. Strike, Haller and Soltis do a great job of making one think about what it really means to be an educational leader. They provide dozens of case studies with questions to prompt your thinking. Most of the case studies are immediately accessible to anyone in education and, perhaps more importantly, cover a wide variety of possible ethical conflicts. What began to grate on me as I read, however, was the lack of closure to anything.

The authors love to introduce each chapter with a case study, examine it in detail, and then launch back into more case studies. The analysis is well-done, but boring. For most of the book, the authors go back and forth about benefit maximization and the principle of equal respect with no real closure about what is best. Yes, I understand that this is ethics and deciding what is best is up to the individual using the facts of the case, but it would be nice if, for once, the authors conclusively finished their response to a case study. If the point of the book is to teach how to think ethically, one might think the authors would model how to come to an ethical conclusion. Instead, they model how to ethically consider options. Considering options is useful, but it would be more useful to the educational leader to see how to actually take action.
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