By Michelle D. Young, Linda Skrla

A severe mirrored image at the box of feminist learn in academic management.

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THE CONTEXT OF THE SUPERINTENDENCY In this chapter I lay the groundwork for the reconceptualization of the superintendency from the perspective of the potential superintendent. I recognize, however, that the collective mind or context within which superintendents work can be an inhibiting factor. Local school boards, county boards of supervisors, city councils, union leaders and other interested parties may not appreciate or identify the same priorities as a superintendent acting in the ways previously suggested.

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1993). Effective schools—effective superintendents: The emerging instructional leadership role. Journal of School Leadership, 3(3), 246–259. Blount, J. (1998). Destined to rule the schools: Women and the superintendency, 1873–1995. Albany: State University of New York Press. Blumberg, A. (1985). The school superintendent: Living with conflict. New York: Teachers College Press. Boyd, W. (1974). The school superintendent: Educational statesman or political strategist? Administrator’s Notebook, 22(9), 1–4.

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