The SAGE Handbook of Educational Leadership is a landmark work with contributions from 37 internationally renowned scholars covering an extensive range of issues confronting the field of educational leadership and administration. The Handbook reviews how leadership was redefined by management and organizational theory in its quest to become scientific, then looks forward to promising theories, concepts, and practices that show potential for development and application.

This Handbook represents the establishment of a new tradition in educational leadership. It thoroughly covers a broad range of issues pertaining to curriculum leadership, supervision, teacher evaluation, budgeting, planning, school design, and issues facing the principalship and the superintendency in the United States. The handbook consists of the following parts:

• Multiple Lenses of Democratic Leadership explores the intellectual “sweep” of the notion of leadership
• Management, Organization, and Law presents views of leadership that reflect contemporary research regarding the superintendency and principalship, including strains in current school leadership issues
• Educational Politics and Policy presents and analyzes the major international, federal, and state initiatives impacting educational leadership today
• Theories of Leadership and Research Problems and Practices explores the nature of research regarding leadership and the large body of work on management and managerial practices
• The Micropolitics of Educational Leadership highlights the day-to-day operational challenges facing school leaders, such as declining fiscal support, a lack of public confidence, outmoded facilities and technology, the achievement gap, violence, vandalism, and the challenges of dealing with special populations

This Handbook is sure to be a pivotal resource in the restructuring of courses and curricula in departments and schools of education well into the 21st century, as well as a powerful guide to reframing issues of practice in educational settings. Professionals in the field will also find a wealth of information informing practice in the world of education. It is an ideal text for graduate courses, in which students and professors will find cutting-edge research and alternative modes of thinking, offering a perspective unmatched by any other single source.

Editorial Advisory Board

Gary M. Crow, University of Utah
Michael E. Dantley, Miami University of Ohio
Maria Luisa Gonzalez, New Mexico State University
Khaula Murtadha, Indiana University-Indianapolis
Charles J. Russo, University of Dayton
Alan Shoho, University of Texas San Antonio
Michelle D. Young, University Council for Educational Administration

Part Co-Editors

Gary L. Anderson, New York University
Gary M. Crow, University of Utah
Larry E. Frase, San Diego State University
Margaret Grogan, University of Missouri at Columbia
Frances K. Kochan, Auburn University
Cynthia J. Reed, Auburn University
Charles J. Russo, University of Dayton

Contributors

Gary Anderson
Daniel Baron
Ira Bogotch
Chris Brown
Kathleen M. Brown
C. Cyrss Brunner
Lawson Bush, V
Gary Crow
Michael Dantley
Todd DeMitchell
Larry E. Frase
Eva Gold
Jesse Goodman  
Margaret Grogan
Eric Haas
Ruth S. Johnson
Frances Kochan
Theodore J. Kowalski
Jeffrey Lackney
Gerardo Lopez
Catherine Lugg
Betty Malen
Betty Merchant
Carol Myers
Rodney T. Ogawa 
George G. Petersen
Monica Pini
William K. Poston, Jr.
Leslie Poynor
Cynthia Reed
Charles J. Russo
Anish Sayani
Carolyn Shields
Alan Shoho
Elaine Simon
Betty E. Steffy
Michelle D. Young