Basic Search / Detailed Display

Author: 馮丰儀
Thesis Title: 教育行政倫理及其課程之研究
Advisor: 謝文全
Hsieh,Wen-Chyuan
王麗雲
Wang, Li-Yun
Degree: 博士
Doctor
Department: 教育學系
Department of Education
Thesis Publication Year: 2005
Academic Year: 93
Language: 中文
Number of pages: 252
Keywords (in Chinese): 教育行政倫理教育行政人員培育倫理教學
Thesis Type: Academic thesis/ dissertation
Reference times: Clicks: 162Downloads: 113
Share:
School Collection Retrieve National Library Collection Retrieve Error Report
  • 本研究旨在探討教育行政倫理之意涵,及透過實徵研究瞭解國內教育行政倫理課程設計與實施之情形,和理想課程設計之差距。所得結論大致如下:
    一、教育行政倫理之意義係教育行政人員倫理表現的指引與道德規範,也是教育行政人員之倫理知覺、態度、特質和德行。
    二、教育行政倫理內涵宜含括效益、正義、關懷、批判和德行五個面向,國內、外倫理守則內容反映正義倫理內涵者居多。
    三、教育行政倫理課程設計應考量成人學習、學習者道德發展、關注道德情感、強調批判反省、重視社會化及傳統倫理理論之影響等原則。
    四、教育行政倫理課程設計類型最理想的作法是兼採融入式及獨立式兩種;但目前國內多傾向融入式設計,採取獨立式與有計畫融入設計者仍少。
    五、教育行政倫理課程的目的宜包括「道德認知」、「道德情感」與「道德實踐」的層面;但目前國內對道德情感面向的課程目的較為忽略。
    六、教育行政倫理課程內容宜包含教育行政倫理相關理論、專業倫理守則、相關案例、及倫理決定模式與策略等;但目前教育行政倫理案例為最常見的課程內容。
    七、教育行政倫理課程教學方法宜多樣化;但目前國內常採用的方法主要為講述與經驗分享、文獻閱讀/討論、案例教學。
    八、教育行政倫理課程學習評量與標準宜多元化,兼顧學生的學習歷程與學習結果;但目前國內很少針對教育行政倫理課程進行學習評量。

    This study aimed to explore the conceptions of educational administration ethics, and investigate the current status of ethics in Taiwan educational administration programs which provided by the institutes of higher education. Besides literature review, the researcher conducted the semi-structure interviews with 18 respondents and two case studies to collect research data. According to the findings, most respondents address ethics by integrated it into the curriculum, andonly few have the course focusing on ethics. Second, the curriculum goals of affection seem to be ignored. Third, cas study was the most common teaching strategy. Fourth, only few respondents carried out learning assessments for students. To sum up, the integrated design of ethical curriculum seems to follow an unorganized direction, andit will be difficult to influence future educational administrators’ knowledge, attitudes andcompetency of ethical practice. If we regard the development of ethical administrators as a priority in an educational administration program, it is necessary for Taiwan educational administration faculty members to rethink the magnitude andthe teaching of ethics in educational administration programs. Certainly, some professional dialogue andnecessary improvements should be conducted.

    第一章 緒論 1 第一節 研究動機與目的 1 第二節 名詞釋義 4 第三節 研究方法與步驟 5 第四節 研究範圍與研究限制 9 第二章 教育行政倫理的意涵與守則 11 第一節 教育行政倫理之性質與涵義 11 第二節 教育行政倫理之內涵 19 第三節 教育行政倫理守則 35 第三章 教育行政倫理課程設計之理論基礎 55 第一節 課程設計要素與學理基礎 55 第二節 哲學理論基礎 58 第二節 心理學理論基礎 69 第三節 社會學理論基礎 86 第四章 教育行政倫理課程設計之分析 102 第一節 教育行政倫理課程設計類型 102 第二節 教育行政倫理課程之目的與內容 107 第三節 教育行政倫理課程之教學方法與學習評量方式 111 第四節 教育行政倫理及其課程相關實徵研究 120 第五章 實徵研究設計與實施 133 第一節 研究架構 133 第二節 研究對象 134 第三節 研究工具 136 第四節 研究實施 139 第五節 資料處理 143 第六節 研究倫理 145 第六章 實徵研究結果分析與討論 147 第一節 教育行政倫理課程設計類型 147 第二節 教育行政倫理課程之目的 160 第三節 教育行政倫理課程之內容 172 第四節 教育行政倫理課程之教學方法 182 第五節 教育行政倫理課程之學習評量 205 第六節 綜合討論 211 第七章 結論與建議 213 第一節 結論 213 第二節 建議 219 參考文獻 230 一、中文部分 230 二、英文部分 235 附錄 249 附錄一 教育行政倫理課程調查電子郵件 249 附錄二 研究說明書 250 附錄三 觀察記錄實例 251

    一、中文部分
    方志華(2002)。關懷倫理學觀點下的教師專業素養,教育研究資訊,10(2),1-20。
    方志華(2004)。關懷倫理學與教育。台北:洪葉。
    王文科(2000)。課程與教學論。台北:五南。
    王臣瑞(1980)。倫理學。台北:學生。
    王秋絨(1991)。教師專業社會化理論在教育實習設計上的蘊義。台北:師大書苑。
    王瑞賢(1993)。教師專業社會化-功能論和辯證論之對話。教育研究資訊,1(6),69-78。
    王麗雲(2000)。教育行政知識基礎與教育行政人員培育,載於中國民國比較教育學會(主編),新世紀的教育挑戰與各國因應策略(頁453-482)。台北:揚智。
    石元康(1995)。當代自由主義理論。台北市:聯經。
    石元康(1998)。從中國文化到現代性:典範轉移?台北:東大。
    伍振鷟(1998)。道德問題與教育。載於伍振鷟、林逢棋、黃坤錦和蘇永明(合著),教育哲學(頁285-300)。台北:五南。
    朱建民(1996)。專業倫理教育的理論與實踐。通識教育季刊,3(2),33-56。
    朱愛群(1996)。行政倫理的體與用,載於行政管理論文選輯(第十輯) (頁419-455)。 台北:銓敘部。
    朱瑞玲(1990)。中國人的社會互動:論面子的問題。載於楊國樞主編,中國人的心理 (頁239-288)。台北:桂冠,。
    江月鳳(1999)。國民中學教師倫理之研究。國立彰化師範大學教育研究所碩士論文,未出版,彰化。
    艾立勤(1996)。潘小慧譯,從基本倫理的觀點看教授專業倫理的忌諱。載於何婉貞(主編),專業倫理論文集(一) (頁116- 125)。台北:輔大。
    何雲光、吳百錄、王瑞賢(1995)。國中實習教師專業社會化過程之問題調查研究。教育研究資訊,3(4),16-34。
    何懷宏(2002)。倫理學是什麼。台北:揚智。
    但昭偉(2002a)。道德教育-理論、實踐與限制。台北:五南。
    但昭偉(譯述)(2002b)。重讀彌爾的效益論。台北:學富。
    但昭偉(2002c)。傳統教育哲學(二)-儒家教育哲學。載於黃藿,但昭偉(主編),教育哲學(頁179-205)。台北:空大。
    吳清山(1997)。建立教師專業權威之探索-談專業知能、專業自主與專業倫理,教育資料與研究,19,33-43。
    吳清山(2001)。教育行政人員專業倫理內涵建構之研究。行政院國家科學委員會專題研究計劃成果報告(NSC-89-2413-H-133-010-S)。台北:台北市立師範學院。
    吳清山、林天祐(2003)。教育小辭書。台北:國立教育資料館。
    李子建、黃顯華(1996)。課程:範式、取向和設計。台北:五南。
    李祺明(2003)。德行取向之品德教育理論與實踐。哲學與文化,351,153-173。
    李奉儒(1997)。「自由與理性的正反論題:道德自律與道德教育的探究」,載於簡成熙(主編),哲學和教育:20世紀末的教育哲學(頁153—173)。高雄:復文。
    李奉儒(2003)。P. Freire的批判教學論對於教師實踐教育改革的啟示,教育研究
    集刊,49(3),1-30。
    李奉儒(譯)(2001)。R. C. Bogdan &S. K. Biklen著。研究倫理。載於黃光雄(主編),質性教育研究:理論與方法(Qualitative research for education : an inroduction to theory &methods)。嘉義:濤石。
    李雄揮編(譯)(1990)。W. K. Frankena著。倫理學(ethics)。台北:五南。
    李瑞全(1994)。儒家的道德教育理論之現代詮釋與意義。香港中文大學教育學報,22(1),75-85。
    沈六(1986)。道德發展與行為之研究。台北:水牛圖書出版社。
    沈清松(1996)。倫理學理論與專業倫理教育,通識教育季刊,3(2),1-17。
    沈清松(1998)。非哲學專長教師講授專業倫理學的倫理認知,載於專業倫理課程委員會(主編),專業倫理論文集(二) (頁1-30)。台北:輔大。。
    周保松(2003)。契約、公平與社會正義-羅爾斯《正義論》導讀,載於李少軍、杜麗燕、張虹(合譯),正義論。台北:桂冠。
    林火旺(2004)。倫理學。台北:五南。
    林明地(1999)。重建學校領導的倫理學概念,教育政策論壇,2(2),129-156。
    林明地(2002)。校長學-工作分析與角色研究取向。台北:五南。
    林奕民(2004)。臺北市中小學教師兼行政人員專業倫理之研究。國立台灣師範大學教育研究所碩士論文,未出版,台北。
    林建福(2004)。教學專業的倫理省思。載於林建福(主編),教育專業倫理(二)。台北:五南。
    林玲如(2002)。我國高級職業學校教師行政倫理觀之研究。國立彰化大學商業教育系碩士論文,未出版,彰化。
    林純雯(2001)。國民中學校長道德領導之研究。國立臺灣師範大學教育研究所碩士論文,未出版,台北。
    林彩岫(1997)。專業尊嚴、專業自主與專業倫理信條。載於國立教育資料館(編),現代教育論壇(三)(頁289-293)。台北:國立教育資料館。
    林翠屏(2001)。國民小學教師專業倫理信條之研究。屏東師範學院國民教育研究所碩士論文,未出版,屏東。
    金耀基(1990)。人情關係中人情之分析。載於楊國樞(主編),中國人的心理(頁75-104)。台北: 桂冠。
    施良方(1997)。課程理論:課程的基礎、原理與問題。高雄:麗文。
    洪志成、王麗雲(1999)。個案教學與師資培育。載於中華民國師範教育學會(主編),師資培育與教學科技(頁111-136)。台北:台灣書店。
    韋政通(1999)。中國人的道德思考。載於文崇一和蕭新煌(主編),中國人:觀念與行為 (頁71-87)。台北:巨流。
    孫效智(2000)。生命教育的內涵與哲學基礎。載於輔大教育學程中心主辦「生命教育與教育革新」學術研討會論文集(頁1-22),台北。
    高熏芳(2002)。師資培育教學案例的發展與應用策略。台北:高等教育。
    張民杰(2001)。案例教學法─理論與實務。台北:五南。
    張壽山(1987)。校園倫理的發揚。載於中國教育學會(主編),學校倫理研究(頁45-62)。台北:台灣書店。
    張翠菱(1994)。公共服務倫理研究。國立政治大學公共行政學系碩士論文,未出版,台北。
    張鳳燕(2000)。教師道德推理與教學關係之初探,教育資料集刊,25,21-45。
    張憲庭(2003)。從倫理觀點探討國民小學校長道德與價值領導。輔仁大學碩士論文,未出版,台北。
    郭玉霞(1998)。教育專業倫理準則初探-美國的例子。國立臺中師範學院國民教育研究所國民教育研究集刊,6,1-19。
    郭為藩(1987)。教育專業的倫理與修養。載於中國教育學會(主編),學校倫理研究(頁31-44)。台北:台灣書店。
    陳平(2004)。國民中學校長行政倫理與教師工作士氣關係之研究-以南投縣為例。國立暨南大學教育政策與行政學系碩士論文,未出版,南投。
    陳向明(2002)。教師如何作質的研究。台北:洪葉文化。
    陳坤發(2001)。公務人員行政倫理認知研究--地方行政菁英調查分析。東海大學公共事務碩士學程在職進修專班碩士論文,未出版。
    陳明珠(1997)。道德推理與同理心之實驗研究。國立臺灣師範大學公民訓育研究所碩士學位論文,未出版。
    陳秉璋、陳信木(1988)。道德社會學。台北:桂冠。
    陳德禹(1999)。現代行政倫理體系初探,載於台大政治學系主辦之「行政現代化兩岸」學術研討會論文集(頁163-182),台北。
    傅寶宏(2002)。倫理操作模式與學校行政倫理議題之研究以中部地區國民小學為例。靜宜大學企業管理學系碩士論文,未出版,台中。
    黃乃熒(2004)。後現代學校行政倫理及其兩難困境之解決。教育研究集刊,50(3),1-29。
    黃光國(1999)。儒家倫理與專業倫理:矛盾與出路。思與言,37(4),31-58。
    黃光國(1998)。儒家倫理與專業倫理:矛盾與出路。載於國立暨南大學,中流文教基金會,中國社會科學院舉辦之「現代化與實踐倫理」學術研究會論文集(頁209-230),南投。
    黃光國(1996)。專業倫理教育的基本理念。通識教育季刊,3(2),19-32。
    黃光國(1995)。知識與行動 : 中華文化傳統的社會心理詮釋。台北:心理。
    黃光國(1992)。工商業社會中的倫理重建。台北:台灣學生書局。
    黃光國(1991)。儒家思想中的正義觀。載於楊國樞和黃光國(主編),中國人的心理與行為(一九八九)(頁67-93)。台北:巨流。
    黃光雄、楊龍立(2000)。課程設計:理念與實作。台北:師大書苑。
    黃昆輝、張德銳(2000)。行政倫理。載於國立編譯館(主編),教育大辭書(頁685-686)。台北:國立編譯館。
    黃俊傑(1999)。專業倫理與道德教育的共同基礎:心靈的覺醒,通識教育季刊,6(3),1-10。4-1
    黃政傑(1991)。課程設計。台北:東華。
    黃政傑(1997)。課程改革的理念與實踐。台北:漢文。
    黃炳煌(1995)。課程理論之基礎。台北:文景。
    黃炳煌(1994)。師資培育與專業道德。教師天地,64,14-18。
    黃琬婷(2003)。國民小學校長倫理取向與教師工作滿意之相關研究。輔仁大學教育領導與發展研究所碩士論文,未出版,台北。
    黃慧英(1995)。道德之關懷。台北:東大。
    黃藿(2003a)。教育專業倫理與道德教育。載於黃藿(主編),教育專業倫理。台北。五南。
    黃藿(2003b)。從德行倫理學看道德動機。載於潘小慧(主編),哲學與文化:德行倫理學專題(頁1-19)。台北:五南。
    黃藿(2002)。道德教育的哲學基礎。載於黃藿,但昭偉(編),教育哲學(頁233-267)。台北:空大。
    黃藿(1997)。理性、實踐與德育:亞理斯多德的道德教育評述。載於簡成熙(主編),哲學和教育-二十世紀末的教育哲學(頁131-152)。高雄:復文。
    黃藿(1996)。理性、德行與幸福-亞里斯多德倫理學研究。台北:學生。
    楊中芳(1991)。試論中國人的道德發展:一個自我發展的觀點。載於楊國樞和黃光國(主編),中國人的心理與行為(一九八九)(頁1-48)。台北:巨流。
    楊深坑 (1997)。溝通理性、生命情懷與教育過程-哈伯瑪斯的溝通理性與教育。台北:師大書苑。
    詹棟樑(1997)。德育原理。台北:五南。
    詹棟樑(1996)。教育倫理學。台北:明文。
    樊和平(1995)。中國倫理的精神。台北:五南
    歐用生(1994)。反省性教學及其對師範學院教學革新的啟示,國立新竹師範學院初等教育學系初等教育學報,2,141-158。
    歐陽教(1996)。道德判斷與道德教學(四版)。台北:文景。
    歐陽教(1995)。德育原理(六版)。台北:文景。
    歐陽教(1986)。教學的觀念分析。載於中國教育學會(主編),有效教學研究 (頁1-27)。台北:台灣書店。
    歐陽教(1985)。德育原理。台北:文景。
    歐陽教(1983)。道德判斷與道德教學(二版)。台北:文景。
    蔡進雄(2003)。論校長如何展現倫理領導。人文及社會學科教學通訊,14(1), 25-36。
    鄧志松(2000)。道德與道德的限制:涂爾幹道德社會學的再反省。載於臺灣師範大學公民訓育學系主辦之「二十一世紀公民與道德教育學術」研討會論文集(頁187-205),台北。
    蕭武桐(1996)。行政組織的倫理決策。國立政治大學公共行政學系博士論文,未出版,台北。
    蕭武桐(1999)。試論行政倫理的意義、範圍及內容,載於台大政治學系主辦之「行政現代化兩岸學術」研討會論文集(頁187-212),台北。
    戴楊健(1996)。行政倫理守則之研究。國立政治大學公共行政學系碩士論文,未出版,台北。
    謝文全(1998)。道德領導─學校行政領導的另一扇窗。載於林玉體(主編),跨世紀的教育演變(頁237-253)。台北:文景。
    謝文全(2004)。教育行政學。台北:高教。
    謝文全、張明輝、王麗、張德銳、蘇錦麗、林明地、張志明 (譯) (1999)。K. A. Strike, E. J. Haller, & J. F. Soltis 著。學校行政倫理。台北市:學富。
    簡成熙(2000)。技職教育體系中專業倫理之建立-從當代正義倫理、德行倫理與關懷倫理說起。載於第十三屆全國技術及職業教育研討會論文集(頁145-153),台灣。
    簡成熙(2003)。教育專業倫理信條能提升教育專業地位嗎?論文發表於慈濟大學舉辦之「教育專業倫理」學術研討會,花蓮。
    簡成熙主編(1997)。關懷倫理與教育。載於簡成熙(主編),哲學和教育 : 二十世紀末的教育哲學(頁199-232)。高雄:復文。
    顏童文(2002)。中部四縣市國民小學校長道德領導之研究。暨南國際大學教育政策與行政研究所碩士論文,未出版,南投。
    蘇永明(2003)。教師工作的道德動機與專業倫理信條。論文發表於慈濟大學舉辦之「教育專業倫理」學術研討會,花蓮。

    二、英文部分
    American Association of School Administrators (1981). Statement of ethics for school administrators. Retrieved April 24, 2004, from http://www.aasa.org/about/ethics.htm
    Amstutz, D. D. (1999). Adult learning: Moving toward more inclusive theories &practices. New Direction For Adult and Continuing Education, 82, 19-32.
    Apple, M. W. (1988). Teachers &texts: A political economy of class &gender relations in education. New York: Routedge Kegan Paul.
    Aristotle(1992). The Nicomachean ethics (D. Ross, Trans.). Oxford, UK: Oxford University Press. (Original work published 1925)
    Ashbaugh, C. R., & Kasten, K. (1993). Educating the reflective school leader. Journal of School Leadership, 3(2), 152-164.
    Australian Principals Centre (1997). Code of ethics. Retrieved April 24, 2004, from http://www.apcentre.edu.au/aboutapc/aboutapc.htm
    Barnett, B. G. (1991). The educational platform: Articulating moral dilemmas and choices for future educational leaders. In B. G. Barnett, F. O. McQuarrie &C. J. Norris (Eds.). The moral imperatives of leadership: A focus on human deceny (pp. 129-157). National Policy Board for Educational Administration.
    Bayles, M. D. (1989). Professional ethics(2nd ed.). CA: Wadsworth Publishing Company.
    Beck L. G., & Murphy, J,(1994). Ethics in educational leadership programs: An expanding role. Thousand Oaks, CA: Corwin Press.
    Beck, L. G., & Murphy, J. (1997). Ethical ideals and preparation programs: An overview. In L. G. Beck, J. Murphy & Associates. Ethics in educational leadership programs: Emerging models. (pp. 1-29). Columbia: The University Council for Educational Administration.
    Beck, L. G. (1994). Reclaiming educational administration as a caring profession. New York: Teachers College, Columbia University.
    Beckner, W. (2004). Ethics for educational leaders. Boston: Pearson Education, Inc.
    Begley, P., & Wong, Kam-Cheung. (2001). Multiple perspectives on values and ethical leadership. International Journal of Leadership in education, 4(4), 293-296.
    Beyer, L. E. (2001). The value of critical perspectives in teacher education. Journal of Teacher Education, 52(2), 151-163.
    Bottery, M. (1992). The ethics of educational management: Personal, social and political perspectives on school organization. London: Cassell.
    Bricker, D. C.(1993). Character and moral reasoning: An Aristotelian perspective. In K. A. Strike & P. L. Ternasky, Ethics for professionals in education: Perspectives for preparation and practice, (pp. 13-26), New York: Teachers College, Columbia University.
    Brown, G., & Irby, B. J. (2001). The principal portfolio (2nd ed.) Thousand Oaks, CA: Corwin Press.
    Brown, G., Irby, B., & Fisher, A. (2004). Women in educational leadership. Retrieved January 12, 2004, from http://www.shsu.edu/~edu_gxb/PAGES/ASE675.html
    Brown, K. M. (2004, April). Democratic leadership and moral leadership: Exploring the connection from a critical theorist perspective. Paper presented at the annual meeting of the American Educational Research Association Annual Meeting, San Diego, CA.
    Bull, B. L. (1993). Ethics in the preservice curriculum. In K. A. Strike & P. L. Ternasky, Ethics for professionals in education: Perspectives for preparation and practice, (pp. 69-83), New York: Teachers College, Columbia University.
    Bull, M. (1995). Reflections on the knowledge base in law and ethics for educational leaders. Educational Administration Quarterly, 31(4), 613-631.
    Callahan, D. (1980). Goals in the teaching of ethics. In D. Callahan & S. Bok (Eds.), Ethics teaching in higher education (pp. 61-74). New York: Plenum.
    Campbell, E. (1997). Ethical school leadership: Problems of an elusive role. Journal of School Leadership, 7(3), 287-300.
    Campbell, E. (2000). Professional ethics in teaching: Towards the development of a code of practice. Cambridge Journal of Education, 30(2), 203-221.
    Campbell, E. (2003). Let right be done: Trying to put ethical standards into practice. In P. T. Begley &O. Johansson (Eds.), The ethical dimensions of school leadership (pp. 107-125). Dordrecht: Kluwer Academic Press.
    Caplan, A. L. (1980). Evaluation and the teaching of ethics. In D. Callahan & S. Bok (Eds.), Ethics teaching in higher education (pp. 133-150). New York: Plenum.
    Capper, C. A. (1993). Educational administration in a pluralistic society: A multiparadigm approach. In C. A. Capper (Eds.), Educational administration in a pluralistic society (pp. 7-35). New York: State University of New York Press.
    Capper, C. A. (1998). Critically oriented and postmodern perspectives: Sorting out the differences and applications for practice. Educational Administration Quarterly, 34(3), 354-379.
    Carr, D. (2000). Professionalism and ethics in teaching. New York: Routledge.
    Colwell, S. (1998). Mentoring, socialization and the mentor/protege relationship. Teaching in Higher Education, 3(3), 313-324.
    Cordeiro, P. A. (1998). Problem-based learning in educational administration: Enhancing learning transfer. Journal of School Leadership, 8(3), 280-302.
    Daniel, R. E. (2001). Ethics in educational administration: That which is expected vs. that which is required. Unpbulsihed doctoral dissertation of The University of North Carolina at Greensboro, NC.
    Daresh, J. C. (1992). Reflections on practice: Implications for administrator preparation. In E. W. Ross, J. W. Cornett, & G. McCutcheon (Eds.), Teacher personal theorizing: Connecting curriculum practice, theory and research(pp. 219-235). Albany: State University of New York Press.
    Daresh, J. C., & Playko, M. A. (1992). The professional development of school administrators. Toronto: Allyn & Bacon.
    Dempster, N., Freakley, M., & Parry, L. (2002). Professional development for school principals in ethical decision-making. Journal of In-Service Education, 28(3), 427-446.
    Duckett, L. J., & Ryden, M. B. (1994). Education for ethical nursing practice. In J. R. Rest & D. Narvez (Eds.), Moral development in the professions: Psychology and applied ethics (pp. 51-69). New Jersey: Hillsdale: Lawrence Erlbaum Associates.
    Duke, D., & Grogan, M. (1997). The moral and ethical dimensions of leadership. In G. Beck, J. Murphy & Associates (Eds.), Ethics in educational leadership programs: emerging models (pp. 141-159). Columbia: The University Council for Educational Administration.
    Edmonson, S., & Fisher, A. (2002). Creating ethical administrators: A challenge for both professor and practitioner. (ERIC Document Reproduction Service No ED470756)
    English, F. W., & Steffy, B. E. (1995). Using film to attain a cultural and contextual understanding of moral leadership. (ERIC Document Reproduction Service No. ED 385945)
    Farquhar, R. H. (1981). Preparing educational administrators for ethical practice. The Albert Journal of Educational Research, 27(2), 192-204.
    Foster, W. (1989). Toward a critical practice of leadership. In J. Smyth, (Ed.), Critical perspectives on educational leadership, (pp. 39-62). London: The Falmer Press.
    Fraser, J. W. (1997). Love and history in the work of Paulo Freire. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon & W. T. Stokes, (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire. (pp. 175-200). New York: Peter Lang.
    Freire, P. (1970). Pedagogy of the oppressed. New York: Harder and Harder.
    Freire, P. (1997). A response. In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon & W. T. Stokes, (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire. (pp. 303-329). New York: Peter Lang.
    Fullan, M. (2003). The moral imperative of school leadership. California: Corwin Press, Inc.
    Furman, G. C., & Starratt, R. F. (2002). Leadership for democratic community in schools. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 105-133). Chicago, IL: The university of Chicago Press.
    Gawthrop, J. C. (1990). Effects of the problem-solving approach in ethics teaching. Unpublished master thesis, University of Victoria, Canada.
    Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Hardvard University Press.
    Gilligan, C. Murphy, J. M., & Tappan, M. B. (1990). Moral Development Beyond Adolescence. In C. N. Alexander & E. J. Langer (Eds.), Higher stages of human development: Perspectives on adult growth. (pp. 208-225). Oxford: Oxford University Press.
    Giroux, H. A. (1985). Critical pedagogy, cultural politics and the discourse of experience. Journal of Education, 167(2), 22-41.
    Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Massachusetts: Bergin and Garvey Publishers, Inc.
    Greenfield, W. D. (1988). Moral imagination, interpersonal competence, and the work of school administrators. In D. E. Griffiths, R. T. Stout & P. B. Forsyth (Eds.), Leaders for america’s schools: the report and papers of the National Commission of Excellence in Educational Administration. (pp. 207-232). USA: McCutchan.
    Greenfield, W. D. (1991). Rationale and methods to articulate ethics and administrator training. (ERIC Document Reproduction Service No. Ed 332379).
    Greenfield, W. D. (1993). Articulating values and ethics in administrator preparation. In C. A. Capper (Ed.), Educational administration in a pluralistic society, (pp. 267-287). New York: State university of New York press.
    Gross, J. (1993). The legal context of professional ethics: Values, standards, and justice in judging teacher conduct. In K. A. Strike & P. L. Ternasky (Eds.), Ethics for professionals in education: Perspectives for preparation and practice (pp. 202-216). New York: Teachers College, Columbia University.
    Growe, R. (1999). Educational leaders as moral leaders: The value of virtue. (ERIC Document Reproduction Service No ED455570)
    Hall, R. T. (1993). Introduction. In Durkheim, E. Ethics and the sociology of morals. (Author translated.) New York: Buffalo: Prometheus Books. 11-53.
    Habermas, J. (1995). Moral consciousness and communicative action (C. Lenhardt & S. W. Nicholsen, Trans). Cambridge, MA.: MIT Press. (Original work published 1990).
    Hansman, D. A. (2001). Context-based adult learning. New Directions For Adult and Continuing Eduction, 89, 43-51. Jossey-Bass.
    Hanson, S. P. (1992). Ethics teaching in professional schools: Four case studies. Unpublished doctoral dissertation of University of Oregon, OR.
    Harkness, L (2000). Ethics of decisions in public schools: A study on principles educational leaders use to make decisions when faced with moral dilemmas related to the use of genetic technology. Unbpulished master thesis of University of Colorado, CO.
    Hastings Center (1980). The teaching of ethics in higher education. New York: The Hastings Center Institute of Society, Ethics and the Life Sciences.
    Hastings Center Staff (1980). The teaching of ethics in American higher education: An empirical synopsis. In D. Callahan & S. Bok (Eds.), Ethics teaching in higher education (pp. 153-169). New York: Plenum.
    Haynes, F. (1998). The ethical school. London: Routledge.
    Heslep, R. D. (2004). Ethics in educational leadership. Retrieved January 12, 2004, from http://ncate.coe.uga.edu/programs/edleadership/syllabi/ncatefile.87.html
    Hessel, K., & Holloway, J. (2002). A framework for school leaders: Linking the ISLLC standards to practice. ETS.
    Hodgkinson, C. (1996). Administrative philosophy/values and motivations in administrative life. S.l.: Pergamon.
    Hodgkinson, C. (1983). The philosophy of Leadership. New York: St. Martin’s Press.
    Hodgkinson, C. (1991).Educational leadership : The moral art. Albany: State University of New York Press.
    Homann, M. A. (1996). A multiple-case study examining ethics teaching and learning models in baccalaureate nursing education programs. Unpublished doctoral dissertation, Eastern Michigan University, MI.
    Hsieh, W.C., & Wang, L.Y. (2001). Evaluating the way we prepare our educational leaders- A curricular perspective. In International Conference on School Leader Preparation, Licensure/Certification, Selection, Evaluation, and Professional Development Papers. Taipei Teachers’ College.
    Johnston, B., Wetherill, K., High, H, & Greenebaum, H. (2002).Teacher socialization: Opportunities for university-school partnerships to improve professional clutures. High School Journal, 85(4), 23-39.
    Keefer, M., & Ashley, K. D. (2001). Case-based approaches to professional ethics: A systematic comparison of students’ and ethicists’ moral reasoning. Journal of Moral Education, 30(4), 377-398.
    Klinker, J. F., & Hackmann, D. G. (2003). An analysis of principal’s ethical decision making using Rest’s four component model of moral behavior. (ERIC Document Reproduction Service No. ED 478255).
    Knowles, M. S. (1980). The modern practice of adult education : From pedagogy to andragogy. Chicago : Association Press : Follett Pub. Co.
    Knowles, M. S., Holton III, E. F., & Swanson, R. A. (1998). The adult learner: The definitive classic in adult education and human resource development (5th ed.). Houston, Tex. : Gulf Pub. Co.
    Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco: Harper and Row.
    Kohlberg, L. (1987). The cognitive-developmental approach to moral education. In P. F. Carbone (Ed.), Value theory and education. (pp. 226-243). Florida: Malabar, Robert E. Krieger Publishing Company.
    Kohlberg, L., & Ryncarz, R. A. (1990). Beyond justice reasoning: Moral development and consideration of a seventh stage. In C. N. Alexander & E. J. Langer (Eds.), Higher stages of human development: Perspectives on adult growth. (pp. 191-207). Oxford: Oxford University Press.
    Kohnlber, L., & Power, C. (1981). Moral development, religious thinking, and the question of a seventh stage. In L. Kohlberg, The philosophy of moral development: Moral stages and the idea of justice, (pp. 311-372). San Francisco: Harper and Row.
    Lapsley, D. K. (1996). Moral psychology. CO: Boulder, WestviewPress.
    Lyman, L.L. (2000). How do they know you care? The principal’s challenge. New York: Teachers College Press.
    MacIntyre, A. (1984). After virtue: A study in moral theory (2nd ed.). Notre Dame, IN: University of Notre Dame Press.
    Macmillan, C. J. B. (1993). Ethics and teacher pofessionalization. In In K. A. Strike & P. L. Ternasky (Eds.), Ethics for professionals in education: Perspectives for preparation and practice (pp. 189-201). New York: Teachers College, Columbia University.
    Maxcy, S. (2004). Ethics and educational leadership. Retrieved Aprial 30, 2004, from http://asterix.ednet.lsu.edu/~maxcy/7001_04_fall_syl.htm
    Maxcy, S. J. (2002). Ethical school leadership. Lanham, MD: The Scarecrow Press.
    McCarthy, M. M.(1999). The evolution of educational leadership preparation programs. In Murphy, J. & Louis, K. S. (Ed.), Handbook of research on educational administration, (pp. 119-139). SanFranciso: Jossey-Bass.
    McDermott, K. A. (2001). Policy studies in educational administration. Retrieved from January 12, 2004, from http://www-unix.oit.umass.edu/~kmcd/Katie's%20website%20files/ed692bf01.pdf
    McKerrow, K. (1997). Ethical administration: An oxymoron? Journal of School Leadership, 7(2), 210-225.
    Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
    Mertz, N. T. (1997). Knowing and doing: Exploring the ethical life of educational leaders. In L. G. Beck, J. Murphy & Associates (Eds.), Ethics in educational leadership programs: Emerging models (pp. 77-94). Columbia: The University Council for Educational Administration.
    Mill, J. S. (1991). On liberty and other essays. London: Oxford.
    Millerborg, M. A. (1990). Ethics and the Law: What drives educational administration decisions? Unpublished doctoral dissertation, Oklahoma State University, OK.
    Moran, J. J. (2001). Collaborative professional development for teachers of adults. Florida, Malabar: Krieger publishing company.
    Murrell, P. C. (1997). Digging again the family wells: A Freirian literacy framework as emancipatory pedagogy for African-American children. In In P. Freire, J. W. Fraser, D. Macedo, T. McKinnon & W. T. Stokes, (Eds.), Mentoring the mentor: A critical dialogue with Paulo Freire. 19-58. New York: Peter Lang.
    Murphy, J. (2002). Reculturing the profession of educational leadership: New blueprints. Educational Administration Quarterly, 38(2), 176-191.
    Murphy, J., & Shipman, N. J. (2002). The Interstate School Leaders Licensure Consortium(ISLLC) Story: A brief narrative. In K. Hessel, & J. Holloway, A framework for school leaders: Linking the ISLLC standards to practice. ETS.
    Nash, R. J. (1996). “Real world” ethics: Frameworks for educators and human service professionals. New York: Teachers College.
    National Association of Secondary School Principals (2001). Statement of ethics for school administrators. Retrieved April 24, 2004, from http://www.principals.org/advocacy/stmnt_ethics.cfm
    National Education Association (1975). Code of ethics of the education profession Retrieved April 24, 2004, from http://www.nea.org/code.html
    Nix, C. D. (2002). School leadership: An ethical dilemma. Uupublished doctoral dissertation, Texas A & M University, TX.
    Noddings, N. (1986). Caring, a feminine approach to ethics and moral education. Berkeley : University of California Press.
    Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College, Columbia University.
    Noddings, N. (2002). Educating moral people : A caring alternative to character education. New York : Teachers College Press.
    Noddings, N.(1993). Caring: A feminist perspective. In K. A. Strike & P. L. Ternasky, Ethics for professionals in education: Perspectives for preparation and practice, (pp. 43-53), New York: Teachers College, Columbia University.
    Normore, A. H. (2003, Jan.). Professional and organizational socialization processes of school administrators: A literature review. Paper presented at the Hawaii International Conference on Education, Honolulu, Hawaii.
    O’Keefe, J. (1997). Preparing ethical leaders for equitable schools. In G. Beck, J. Murphy & Associates (Eds.), Ethics in educational leadership programs: Emerging models (pp. 161-187). Columbia: The University Council for Educational Administration
    Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum- foundations, principles, and issues (3rd ed.). Boston: Allyn and Bacon.
    Osterman, K. F. (1993). Problems of practice: From the principal’s perspective. Journal of School Leadership, 3, 59-73.
    Parks, S. D. (1993). Is it too late? Young adults and the formation of professional ethics. In T. R. Piper, M. C. Gentile & S. D. Parks, (Eds.), Can ethics Be taught? Prespectives, challenges, and approaches at Harvard Business School, (pp. 13-72). Boston: Harvard Business School.
    Piper, T. R. (1993). Rediscovery of purpose: The genesis of the leadership, ethics, and corporate responsibility initiative. In T. R. Piper, M. C. Gentile & S. D. Parks (Eds.), Can ethics Be taught? Prespectives, challenges, and approaches at Harvard Business School, (pp. 1-12). Boston: Harvard Business School.
    Pojman, L. P. (2001). Ethics: discovering right and wrong (4th ed.). Belmont, CA: Wadsworth/ Thomson Learning.
    Quaglia, R., McCaul, E., Davis, W. E., & Breton, W. (1991). The socialization of special educators: A model for understanding the beginning teacher. Journal of Instructional Psychology, 18(1), 29-37.
    Rawls, J. (1971). A theory of justice. Cambridge, Mass.: Harvard University Press.
    Rebore, R. W.(2001). The ethics of educational leadership. Ohio: Merrill Prentice Hall.
    Reitzug(1994). Multiple perspective on the ethics of school leadership, Journal of School Leadership, 4(2), 211-212.
    Rest, J. R. (1994).Background: theory and research. In J. R. Rest & D. Narvez (Ed.), Moral development in the professions: Psychology and applied ethics. (pp. 1-26). New Jersey: Hillsdale: Lawrence Erlbaum Associates.
    Rice, J. (1999). Philosophical and ethical dimensions of education policy and leadership. Retrieved January 12, 2004, from http://www.education.umd.edu/Depts/EDPA/courses/EDPL742Rice.pdf.
    Roselli, M. J.(1998). The effectiveness of classroom experiences in teaching ethical reasoning to students of administration. Unpublished doctor dissertation, University of Missouri-Kansas City, MO.
    Ryle, G. (1987). Can virtue be taught? In P. F. Carbone (Ed.), Value theory and education. (pp. 163-174). Florida: Malabar, Robert E. Krieger Publishing Company.
    Schneider, P. A. (1988). Ethics and the educational leader: A course. Unpublished Ed.D dissertation of Seatle University.
    Schrader, D. E.( 1993). Lawrence Kohlberg’s approach and the moral education of education professionals. In K. A. Strike & P. L. Ternasky, Ethics for professionals in education: Perspectives for preparation and practice, (pp. 84-101), New York: Teachers College, Columbia University.
    Selby, M. J. (2000). Ethical school leadership: Transforming perspectives on policy and political influence. Un published Ed. D dissertation of Kansas State University.
    Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco: Hossey-Bass.
    Sergiovanni, T. J. (1994). Building community in schools. San Francisco: Jossey-Bass.
    Shapiro, J. P., & Stefkovich, J. A. (1997). The ethics of justice, critique, and care: Preparing educational administrators to lead democratic and diverse Schools. In L. G. Beck, J. Murphy & Associates (Eds.), Ethics in educational leadership programs: Emerging models (pp.109-139). Columbia: The University Council for Educational Administration.
    Shapiro, J. P., and Stefkovich, J. A. (2001). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. New Jersey: Lawrence Erlbaum Associates.
    Shipman, H. J., & Murphy, J. (2001). Standards for school leaders: Gaining Momentum. Principal Leadership, 69-70.
    Shor, I., & Freire, P. (1987). What is the “dialogical method” of teaching? Journal of Education, 169(3), 11-31.
    Sockett, H. (1993). The moral base for teacher professionalism. New York: Teachers College, Columbia University.
    Soltis, J. F. (1986). Teaching professional ethics. Journal of Teacher Education, 37(3), 2-4.
    Starratt, R, T. (2003). Centering educational administration: Cultivating meaning, community, responsibility. Mahwah, NJ: Lawrence Erlbaum Associates.
    Starratt, R. J. (1997). Administering Ethical Schools. In G. Beck, J. Murphy & Associates (Eds.), Ethics in Educational Leadership Programs: Emerging Models (pp. 95-108). Columbia: The University Council for Educational Administration.
    Starratt, R. J. (1991). Building an ethical school: A theory for practice in educational leadership. Educational Administration Quarterly, 27(2), 185-202.
    Starratt, R. J. (1994). Building an ethical school. London: Falmer Press.
    Starratt, R. J. (1996). Transforming educational administration: Meaning, community and excellence. New York : McGraw-Hill
    Stein, R. H. (2004). Ethical issues for educational leaders. Retrieved Aprial 30, 2004, from http://www.gse.buffalo.edu/FAS/Stein/elp562/562index.html
    Strike, K. A., & Ternasky, P. L. (1993). Introduction: Ethics in educational settings. In K. A. Strike & P. L. Ternasky, Ethics for professionals in education: perspectives for preparation and practice, (pp. 1-9), New York: Teachers College, Columbia University.
    Strike, K. A. (2002). Professional and ethical issues in educational administration. Retrieved January 12, 2004, from http://www.education.umd.edu/EDPL/courses/EDPL742Strike.pdf
    Strike, K. A.(1993). Teaching ethical reasoning using cases. In K. A. Strike & P. L. Ternasky, Ethics for professionals in education: Perspectives for preparation and practice, (pp. 102-116), New York: Teachers College, Columbia University.
    Strike, K. A., & Soltis, J. F. (1998). The ethics of teaching(3rd ed.). New York: Teachers College Press.
    Strike, K. A., Haller, E. J., & Slotis, J. F. (1998). The ethics of school administration(2nd ed.). New York: Teachers College, Columbia University.
    Su, Z. (1990). Exploring the moral socialization of teacher candidates. Oxford Review of Education, 16(3), 367-391.
    The Cambridge dictionary of philosophy (1999) (2nd ed.). Cambridge ; New York : Cambridge University Press
    The Oxford dictionary of philosophy (1994). New York : Oxford University Press.
    Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: The university of Chicago press.
    Van Woert, C. L. (2000). The nature and role of values In administrative problem solving: An in-depth look at expert and typical middle school principals. A EdD dissertation of Columbia University Teachers College.
    Walker, A. Dimmock, C. (1999). A cross-cultural approach to the study of educational leadership: an emerging framework. Journal of school leadership, 9(4),321-348.
    Whitehouse, G., & Ingram, M. T. (2000). Advancing Kohlberg through codes: Using professional codes to reach the moral reasoning obuective in undergraduate ethics courses. (ERIC Document Reproduction Service No ED450438)
    Willower, D. J., & Licata, J. W. (1997). Values and valuation in the practice of educational administration. California: Corwin Press.
    Witmer, J. T. (1989). A case for training educational administrators in making ethical decisions. Unpublished EDD Temple University.

    QR CODE