Examining Ethics in Educational Leadership: Some Basic Thought for Professorial Analysis

Autor/inn/en	Smith, James M.; Ruhl-Smith, Connie
Titel	Examining Ethics in Educational Leadership: Some Basic Thought for Professorial Analysis
Quelle	In: AASA Journal of Scholarship & Practice, 3 (2006) 2, S.5-11 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Standardized Tests; Ethics; Educational Policy; Instructional Leadership; Educational Administration; Moral Values; Credibility; Integrity; Policy Analysis; Critical Theory; Evaluation Utilization; Evaluation Research + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Ethik; Politics of education; Bildungspolitik; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Moral value; Ethischer Wert; Glaubwürdigkeit; Integrität; Politikfeldanalyse; Kritische Theorie; Evaluationsforschung
Abstract	The topic of professional and corporate ethics is one that is discussed frequently in the general media today. With unindicted and unconvicted ethical violators like Kenneth Lay of Enron and Richard Scrushy of Health South appearing as anathemas to those who study and attempt to incorporate ethical tenets into everyday professional life, debates regarding ethics in written form and those played out in reality can and do engender much heated discussion. The ethical implications for current uses of standardized testing results seem to generate the most obvious principled breech or conundrum with regard to educational leadership and educational policy actions. In this article, the authors examine ethics in educational leadership and provide some basic thought for professorial analysis. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10