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Book Reviews

Book Reviews

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Pages 441-497 | Published online: 15 Dec 2014

REFERENCES

  • Borges, J. L. 1967. A personal anthology, ed. A. Kerrigan. New York: Grove Press.
  • Bruner, J. 1986. Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Clegg, S. R. 1990. Modem organizations: Organization studies in the postmodern world. London: Sage Publications.
  • Cibulka, J. G., H. B. Mawhinney, and J. Paquette. 1991. Rationality and progress in North American education 1967–1991: Problems of administration and governance. Paper prepared for presentation at the annual meeting of the American Educational Research Association, Chicago, April 1991.
  • Dolmage, W. R. 1992. The quest for understanding in educational administration: A Habermasian perspective on the “Griffiths-Greenfield debate.” Journal of Educational Thought 26(2): 89–113.
  • Eco, U. 1989. The open work, trans. A. Cancogni. Cambridge, MA: Harvard University Press.
  • Eco, U. 1990. Foucault's pendulum. New York: Ballantine Books.
  • Evers, C., and G. Lakomski. 1991. Knowing educational administration: Contemporary methodological controversies in educational administration research. Oxford: Pergamon Press.
  • Feyerabend, P. K. 1975. Against method. London: Verso.
  • Grant, G. 1969. Technology and empire. Toronto: Anansi.
  • Greenfield, T. B. 1978. Organizations as talk, chance, action, and experience. Paper commissioned for publication in Die Psychologie des 20. Jahrhunderts, Band VIII: Lewin und die Folgen, Annelise Heigl-Evers and Ulrich Streeck, eds. Zurich: Kindler Verlag, A.G.
  • Greenfield, T. B. 1980. The man who comes back through the door in the wall: Discovering truth, discovering self, discovering organizations. Educational Administration Quarterly 16(3): 27–59.
  • Hargreaves, A. 1995. Changing teachers, changing times: Teachers' work and culture in the postmodern age. Toronto: OISE Press. See especially chapter 4, Postmodern paradoxes: The context of change.
  • Harvey, D. 1989. The condition of postmodernity. Oxford: Basil Blackwell.
  • Hawking, S. W. 1988. A brief history of time. New York: Bantam Books.
  • Hodgkinson, C. 1982. Educational administration in Canada: A conspectus. School Organisation and Management Abstracts 1(2): 61–67.
  • Holmes, M. 1986. Comment [on T. B. Greenfield, The decline and fall of science in educational administration]. Interchange 17(2): 80–90.
  • Jameson, F. 1991. Postmodernity or the cultural logic of late capitalism. Durham, NC: Duke University Press.
  • Kuhn, T. 1970/1962. The structure of scientific revolutions, 2d ed. Chicago: University of Chicago Press.
  • Lyotard, J.-F. 1984. The postmodern condition: A report on knowledge, trans. G. Bennington and B. Massumi. Minneapolis: University of Minnesota Press.
  • MacIntyre, A. 1984. After virtue: A study in moral theory. Notre Dame, IN: University of Notre Dame Press.
  • March, J. G. 1986. How we talk and how we act: Administrative theory and administrative life. In M. D. Cohen and J. G. March, Leadership and Ambiguity: The American College President, 2d ed. 273–290. Boston: Harvard Business School Press.
  • Perrow, C. 1986. Complex organizations: A critical essay. New York: Random House.
  • Quine, W. V. 1969. Epistemology naturalized. In W. V. Quine, Ontological Relativity and Other Essays. New York: Columbia University Press.
  • Rorty, R. 1989. Contingency, irony, and solidarity. Cambridge: Cambridge University Press.
  • Ryan, J. 1993. Order, anarchy and inquiry in educational administration. Paper presented at the Canadian Society for the Study of Education, June 1993, Ottawa, Canada.

REFERENCES

  • Arendt, H. 1973. Crises of the Republic. Harmondsworth: Penguin Books.
  • Bates, R. 1993. On knowing: Cultural and critical approaches to educational administration. Educational Management and Administration 21(3): 171–176.
  • Churchland, P. M. 1989. A Neurocomputational Perspective: The Nature of Mind and the Structure of Science. Cambridge: MIT Press.
  • Churchland, P. S., and Sejnowski, T. J. 1992. The Computational Brain. Cambridge: MIT Press.
  • Evers, C. W. 1990a. Educating the brain. Educational Philosophy and Theory 22(2): 65–80.
  • Evers, C. W. 1990b. Schooling, organisational learning, and efficiency in the growth of knowledge. In J. D. Chapman (ed.), School-Based Decision-Making and Management. London: Falmer.
  • Evers, C. W. 1994. Administrative decision-making as pattern processing. In F. Crowtheret al. (eds.), Workplace in Education. Sydney: Edward Arnold.
  • Evers, C. W., and Lakomski, G. 1991. Knowing Educational Administration. Oxford: Pergamon Press.
  • Evers, C. W., and Lakomski, G. 1993a. Justifying educational administration. Educational Management and Administration 21(3): 140–152.
  • Evers, C. W., and Lakomski, G. 1993b. Response to commentaries. Educational Management and Administration 21(3): 185–187.
  • Evers, C. W., and Lakomski, G. 1993c. Cognition, values, and organisational structure: Hodgkinson in perspective. The Journal of Educational Administration and Foundations 8(1): 45–57.
  • Greenfield, T. B. 1980. The man who comes back through the door in the wall: discovering truth, discovering self, discovering organisations. Educational Administration Quarterly 16(3): 26–59.
  • Greenfield, T. B. 1993. Conversations. In T. B. Greenfield and P. Ribbins, Greenfield on Educational Administration: Towards a Humane Science. London: Routledge.
  • Gronn, P. C., and Ribbins, P. 1993. The salvation of educational administration: better science or alternatives to science. Educational Management and Administration 21(3): 161–169.
  • Hawking, S. 1988. A Brief History of Time. New York: Bantam.
  • Hodgkinson, C. 1986. Beyond pragmatism and positivism. Educational Administration Quarterly 22(2): 5–21.
  • Hodgkinson, C. 1993. The epistemological axiology of Evers and Lakomski: some un-Quineian quibblings. Educational Management and Administration 21(3): 177–184.
  • Kuhn, T. 1970. The Structure of Scientific Revolutions. (Second Edition). Chicago: University of Chicago Press.
  • Maddock, T. Three dogmas of materialist pragmatism: a critique of a recent attempt to provide a science of administration. Journal of Educational Administration forthcoming.
  • Perrow, C. 1986. Complex Organisations: A Critical Essay. New York: Random House.
  • Rorty, R. 1979. Philosophy and the Mirror of Nature. Princeton: Princeton University Press.
  • Rorty, R. 1989. Contingency, Irony, and Solidarity. Cambridge: Cambridge University Press.
  • Tversky, A., and Kahneman, D. 1981. The framing of decisions and the psychology of choice. Science 211: 453–458.
  • Willower, D.J. 1993. Explaining and improving educational administration. Educational Management and Administration 21(3): 153–160.

REFERENCES

  • Blake, W. 1967/1793. The marriage of heaven and hell. In The Portable Blake. New York: Viking.
  • Evers, C. 1994. Private correspondence.
  • Evers, C., and G. Lakomski. 1991. Knowing educational administration: Contemporary methodological controversies in educational administration research. Oxford: Pergamon Press.
  • Greenfield, T. B. 1980. The man who comes back through the door in the wall: Discovering truth, discovering self, discovering organizations. Educational Administration Quarterly 16(3): 27–59.
  • Hodgkinson, C. 1993. The epistemological axiology of Evers and Lakomski: Some un-Quineian quibblings. Educational Management and Administration 21(3): 177–184.
  • Lakomski, G. 1987. The cultural perspective in educational administration. In Ways and Meanings of Research in Educational Administration, ed. R. J. S. Macpherson. Armidale, Australia: University of New England Press.
  • Laing, R. D. 1970/1959. The divided self: An existential study in sanity and madness. Baltimore: Penguin.
  • Lyotard, J.-F. 1984. The postmodern condition: A report on knowledge (trans. G. Bennington and B. Massumi). Minneapolis: University of Minnesota Press.
  • Maxwell, N. 1984. From knowledge to wisdom: A revolution in the aims and methods of science. Oxford: Basil Blackwell.
  • Midgley, M. 1989. Wisdom, information, and wonder: What is knowledge for? London: Routledge.
  • Rorty, R. 1979. Philosophy and the mirror of nature. Princeton: Princeton University Press.
  • Weinberg, S. 1993. The first three minutes: A modem view of the origin of the universe 2d ed. New York: Basic Books.

REFERENCES

  • Brandt, E. A. 1981. Native American attitudes toward literacy and recording in the Southwest. Journal of the Linguistic Association of the Southwest 4(2): 198–295.
  • Burnaby, B., and M. MacKenzie. 1985. Reading and writing in Rupert House. In Promoting Native writing systems in Canada, ed. B. Burnaby. Toronto: OISE Press.
  • Burnaby, B., and R. Beaujot. 1986. The use of Aboriginal languages in Canada: An analysis of 1981 Census data. Ottawa: Social Trends Analysis Directorate and Native Citizens Directorate, Department of the Secretary of State.
  • Burnaby, B., L. Guebert, M. Izatt, J. McInnes, W. Moore, J. Speares, and M. Upper. 1986–1988. Circle: An ESL and reading program for Cree and Ojibwe speaking children. Kindergarten to Grade Three. Markham, Ontario: Fitzhenry and Whiteside.
  • Graves, D. 1983. Writing: Teachers and children at work. Exeter, NH: Heineman.
  • Guba, E. 1978. Toward a methodology of naturalistic inquiry in educational evaluation (CSE Monograph Series in Evaluation no. 8). Los Angeles: UCLA, Graduate School of Education, Center for the Study of Evaluation.
  • Hagey, N.J., G. Larocque, and C. McBride. 1989. Highlights of aboriginal conditions 1981–2001; part 3, Economic Conditions. Qualitative Analysis and Sociodemographic Working Paper Series 98–3. Ottawa: Finance and Professional Services, Indian and Northern Affairs Canada.
  • Philips, S. U. 1972. Participant structures and communicative competence: Warm Springs children in community and classroom. In Functions of language in the classroom, eds. C. P. Cazden, V. P. John, and D. Hymes. New York: Teachers College Press.

REFERENCES

  • Calkins, Lucy M. 1983. Lessons from a child: On the teaching and learning of writing. Portsmouth, NH: Heinemann.
  • Dyson, Anne H. 1989. Multiple worlds of child writers: Friends learning to write. New York: Teachers College Press.
  • Graves, Donald. 1983. Writing: Teachers and children at work. Portsmouth, NH: Heinemann.

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