附註:Includes bibliographical references and index.
INTRODUCTION -- I. HISTORICAL AND THEORETICAL PERSPECTIVES -- 1. The Evolution of Training for School Administrators by Bruce S. Cooper and William L. Boyd -- 2. Principles of Quality Staff Development: Lessons for Administrator Training by Nancy J. Pitner -- 3. The Legacy of the Theory Movement: Learning from the New Tradition by Robert L. Crowson and R. Bruce McPherson -- II. PROFESSIONAL ASSOCIATIONS -- 4. The Center for Advancing Principalship Excellence (APEX): An Approach To Professionalizing Educational Administration by Paula F. Silver.
5. The AASA Model for Preparing School Leaders by John R. Hoyle -- III. STATE MODELS -- 6. Maryland's MPDA: The Maryland Professional Development Academy and Its Odyssey in Comprehensive Training by A. Skipp Sanders -- 7. The North Carolina Leadership Institute for Principals by Lee W. Grier -- IV. LABORATORY AND UNIVERSITY APPROACHES -- 8. Peer-Assisted Leadership: Peer Observation and Feedback as Catalysts for Professional Growth by Bruce G. Barnett -- 9. The Harvard Principals' Center: School Leaders as Adult Learners by Sarah L. Levine, Roland S. Barth and Kenneth W. Haskins.
10. The Institute of Educational Administration in Australia by Colin R.J. Moyle and Keith C. Andrews -- 11. Facilitating/I/D/E/A/Principals' Collegial Support Groups as a Means of Professional Development and School Improvement by James C. Laplant -- 12. Lewis and Clark College's Summer Institute for Beginning School Administrators by Daniel L. Duke -- 13. Research, Practice, and Conceptual Models: Underpinnings of a Principals' Institute by Kent D. Peterson -- 14. The Australian Administrative Staff College: The Syndicate Method by W.G. Walker -- V. CONCLUSION.
15. New Directions in the Professional Development of School Administrators: A Synthesis and Suggestions for Improvement by Joseph Murphy and Philip Hallinger -- CONTRIBUTORS -- INDEX -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y.
