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By Lydia I. Kronsjo

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Bureaucracy and the neutering of teachers. Phi Delta Kappan, 69, 9-14. Fullan, M. (1996). Professional culture and educational change. The School Psychology Review, 25(4), 496-500. Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. Getzels, J. W. (1958). Administration as a social process. In A. W. ), Administrative the­ ory in education (pp. 150-165). New York: Macmillan. , & Glasman, L. (1997). Connecting the preparation of school leaders to the practice of school leadership.

The predictable failure of educational reform: Can we change course before it's too late? San Francisco: Jossey-Bass. Sarason, S. B. (1996). Revisiting the culture of the school and the problem of change. New York: Teach­ ers College Press. Schein, E. H. (1 996). Culture: The missing concept in organization studies. Administrative Science Quarterly, 41 (2), 229-240. Schon, D. A. (1983). The reflective practitioner. New York: Basic Books. Schon, D. A. (1987) . Educating the reflective practitioner: Toward a new design for teaching and learn­ ing in the profession.

Yet principals and teachers are expected to possess the ability to collect and manage information about students and to use these data to determine the reasons why students are not achieving at proficiency levels (Price & Burton, 2004). In addition to having varying levels of expertise in data-driven decision mak­ ing, educators differ considerably in their knowledge of subject matter. , cognitive reasoning). However, one can generally conclude that levels of education and experience are almost always important factors in de­ cisions.

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