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Books:
Blase, J., & Blase, J. (2002). Breaking the silence: Overcoming the
problem of principal mistreatment of teachers. Thousand Oaks, CA: Corwin.
Blase, J., & Blase, J. (2001). Empowering teachers: What successful
principals do (2nd ed). Thousand Oaks, CA: Corwin.
Blase, J., & Kirby, P. (2000). Bringing out the best in teachers: What
effective principals do (2nd ed). Thousand Oaks, CA: Corwin.
Blase, J. R. & Blase, J. (1998). Handbook of instructional leadership:
How effective principals promote teaching and learning. Thousand Oaks, CA:
Corwin.
Blase, J. R., & Blase, J. (1996). The fire is back: Principals sharing
school governance. Thousand Oaks, CA: Corwin
Blase, J., & Anderson, G. (1995). The micropolitics of leadership: From
control to empowerment. London: Cassell Teachers College Press.
Blase, J., Blase, J., Anderson, G., & Dungan, S. (1995). Democratic
principals in action: Eight pioneers. Thousand Oaks, CA: Corwin.
Blase, J., & Blase, J. (1994). Empowering teachers: What successful
principals do. Thousand Oaks, CA: Corwin.
Blase, J., & Kirby, P. (1992). Bringing out the best in teachers: What
effective principals do. Newbury Park, CA: Corwin.
Blase, J. (Ed.). (1991). The politics of life in schools: Power, conflict and
cooperation. Newbury Park, CA: Sage.
Articles:
Blase, J., & Blase, J. (2002). The micropolitics of supervision: A call
for research. Educational Administration Quarterly, 38 (1), 6-44.
Blase , J., & Blase , J. (2002).
Teachers’ perceptions of principals’ instructional leadership and
implications. Leadership and Policy in Schools, 1 (3),
Blase, J., &
Blase, J. (2001). The teacher's principal. Journal of Staff Development,
22(1), 22-25.
Blase, J., & Blase, J. (2000). Effective instructional leadership:
Teachers’ perspectives on how principals promote teaching and learning in
schools. Journal of Educational Administration, 38(2), 130-141.
Blase, J., & Blase, J. (1999). Principals’ perspectives on shared
governance leadership. Journal of School Leadership, 10(1), 9-39.
Blase, J., & Blase, J. (1999). Effective instructional leadership through
teachers' eyes. High School Magazine, 7(1), 16-21.
Blase, J., & Blase, J. (1999). Principals’ instructional leadership and
teacher development: Teachers’ perspectives. Educational Administration
Quarterly, 35(3), 349-378.
Blase, J., & Blase, J. (1999). Implementation of shared governance for
instructional improvement: Principals’ perspectives. Journal of Educational
Administration,37(5), 476-500.
Blase, J., &
Blase, J. (1999). Shared governance principals: The inner experience. NASSP
Bulletin, 83(606), 39-47.
Blase, J., & Blase, J. (1998). Inquiry and collaboration: Supporting the
lifelong study of learning and teaching. [ASCD’s] International Electronic
Journal for Leadership in Learning [Online], 2(7), 1-10. Available:
www.acs.ucalgary.ca/~iej11/volume2/Blase2_7.html
Blase, J. & Blase, J. R. (1997). The micropolitical orientation of facilitative
school principals and its effects on teachers’ sense of empowerment. Journal
of Educational Administration, 35(2), 141-167.
Blase, J. & Blase, J. R. (1996). Facilitative school leadership and
teacher empowerment: Teachers’ perspectives. Social Psychology of Education,
1(2), 117-145.
Blase, J. R. & Blase, J. (1996). Micropolitical strategies used by
administrators and teachers in instructional conferences. The Alberta Journal
of Educational Research, XL11(4), 345-360.
Blase, J. & Blase, J. (1994). The micropolitics of teacher's work
involvement: Effective principals impacts on teachers. The Alberta Journal of
Education Research, 40(1), 67-94.
Blase, J. (1993). The micropolitics of effective school-based leadership:
Teachers' perspectives. Educational Administration Quarterly, 29(2), 142-163.
Reavis, C.T. & Blase, J. (1993). The politics of leadership. Canadian
School Journal.
Blase, J., &
Roberts, J. (1992). Micropolitical leadership in schools: Implications for
preparation programs in educational administration. Organization Theory
Dialogue. San Diego, CA: Organizational Theory Special Interest Group,
American Educational Research Association.
O'Hair, M., & Blase, J. (1992). Power and politics in the classroom:
Implications for teacher education. Action in Teacher Education, 14(1),
10-17.
Blase, J., & Kirby, P. (1991). The power of praise: A strategy for
effective principals. The National Association of Secondary Principals
Bulletin, 76(548), 9-77.
Kirby, P., & Blase, J. (1991). Teachers' political strategies with closed
principals or How to know what teachers won't tell you. National Association
of Secondary School Principals Bulletin.
Smith, J. & Blase, J. (1991). From empiricism to hermenutics: Educational
leadership as a practical and moral activity. Journal of Educational
Administration,29(1), 6-21.
Blase, J. (1991). The micropolitical orientation of teachers toward closed
school principals. Education and Urban Society, 23(4), 356-378.
Blase, J. (1991). The micropolitical perspective: A brief overview. Politics
of Education Bulletin, 17(4), 1-2.
Blase, J. (1990). Some negative effects of principals' control-oriented and
protective political behavior: The teachers' perspective. American
Educational Research Journal, 27(4), 727-753.
Smith, J., & Blase, J. (1990). Rejoinder to Allison: You tried to run,
but you couldn't hide. Organizational Theory Dialogue, 1, 7-9.
Blase, J. (1989). The micropolitics of the school: The everyday political
perspective of teachers toward open school principals. Educational
Administration Quarterly, 25(4), 377-407.
Blase, J. (1989). Some micropolitical strategies used by school principals to
control teachers: The teachers' perspective. High School Journal, 73(1),
26-33.
Blase, J. (1989). Teacher stress. The International Encyclopedia of
Education, (1),735-737.
Pajak, E., & Blase, J. (1989). The impact of teachers' personal lives on
Professional role enactment: A qualitative analysis. The American Educational
Research Journal, 26(2), 283-310.
Blase, J. (1989). Micropolitical strategies used by principals to control
teachers. The Canadian School Executive, 9(6), 30-33.
Smith, J., & Blase, J. (1989). You can run but you can not hide:
Hermeneutics and its challenge to the field of educational leadership. Organizational
Theory Dialogue, 1-7.
Blase, J. (1988). The teachers' political orientation vis-a-vis the
principal: The micropolitics of the school. Journal of Education Policy,
3(5), 113-126.
Blase, J. (1988). The politics of favoritism: A qualitative analysis of the
teachers' perspective. Educational Administration Quarterly, 24(2), 152-177.
Blase, J. (1988). The everyday political perspectives of teachers:
Vulnerability and conservatism. International Journal of Qualitative Studies
in Education, 1(2), 125-142.
Smith, J., & Blase, J. (1988). Educational leadership: A moral and
practical activity. National Association of Secondary School Principals'
Bulletin, 72(510), 1-10.
Pounder, D., & Blase, J. (1988). Principal favoritism: Explanations,
effects, and implications for practice. Planning and Changing, 19(1), 3-7.
Blase, J. (1987). Dimensions of effective school leadership: The teachers'
perspective. American Educational Research Journal, 24(4), 589-610.
Blase, J. (1987). Political interactions among teachers: Sociocultural
context in the school. Urban Education, 22(3), 286-309.
Blase, J. (1987). Dimensions of ineffective school leadership: The teachers'
perspective. Journal of Educational Administration, 25(2), 193-213.
Blase, J. (1987). The politics of teaching: The teacher-parent relationship
and the dynamics of diplomacy. Journal of Teacher Education, 38(2), 53-60.
Blase, J., & Wells, G. (1987). Teacher survival tactics and the inept
principal. American Secondary Education, 15(4), 21-24.
Blase, J. (1987). The teachers' perspective on ineffective school leadership.
High School Journal, 70(4), 167-172.
Blase, J., & Williams, H. (1987). Politics in the school: The teachers'
political orientation toward the principal. Journal of Humanistic Education
and Development, 26(2), 72-80.
Blase, J., & Kline, W. (1987-1988). A design to illustrate the dynamics
of work group stress. Organizational Behavior Teaching Review, 12(1), 84-91.
Blase, J., & Williams, H. (1987). How to be an ineffective principal. The
Canadian School Executive, 6(7), 3-7.
Evans, M., & Blase, J. (1986). The moral perspective: The life insurance
agent as a guardian of the family ethic. International Studies of Management
in Organization, 16(1), 80-93.
Blase, J. (1986). Socialization as humanization: One side of becoming a
teacher. Sociology of Education, 59(2), 100-113.
Blase, J. (1986). A qualitative analysis of sources of teacher stress:
Consequences for performance. The American Educational Research Journal,
23(1), 13-40.
Blase, J., & Pajak, E. (1986). The impact of teachers' work-life on
personal-life: A Qualitative analysis. The Alberta Journal of Educational
Research, 32(4), 307-322.
Blase, J. (1986). The phenomenology of teacher stress: Implications for
organizational theory and research. Administrator's Notebook, 31(7), 1-4.
Blase, J., Strathe, M., & Dedrick, C. (1986). School principal leadership
behavior as related to teacher stress, satisfaction and performance. Journal
of Humanistic Education and Development, 24(4), 159-171.
Holmes, T., & Blase, J. (1986). The middle school concept: Implications
for administration. The Middle School Journal, 9(1), 24-29.
Kline, W., & Blase, J. (1986). Group stress: An intervention. In J. W.
Pfeiffer (ed.), A handbook of structured experiences for human relations
training. San Diego, CA: University Associates, Inc.
Blase, J., Strathe, M., & Pajak, E. (1986). A theory of teacher
performance: Preservice and inservice implications. Contemporary Education,
57(3), 138-143.
Blase, J., & Wells, R. (1985/1986). The teacher performance motivation
theory: Implications for supervision and staff development. National Forum
for Educational Administration and Supervision, 3(1), 58-64.
Blase, J. (1985). An ethnographic study of factors contributing to the rationalization
of the teacher's instructional perspective. Urban Education, 20(3), 235-256.
Blase, J., & Greenfield, W. (1985). How teachers cope with stress, how
administrators can help. The Canadian Administrator, 25(2), 1-4.
Blase, J., & Pajak, E. (1985). How discipline creates stress for
teachers. Canadian School Executive, 4(7), 8-11.
Blase, J. (1984). A data based model of how teachers cope with work stress.
The Journal of Educational Administration, 22(2), 173-191.
Pajak, E., & Blase, J. (1984). Teachers in bars: From professional to
personal self. Sociology of Education, 57(3), 164-173.
Blase, J. (1984). School principals and teacher stress: A qualitative
analysis. National Forum of Educational Administration and Supervision,
1(32), 35-43.
Blase, J., & Matthews, K. (1984). How principals stress teachers.
Canadian School Executive, 4(6), 8-11.
Blase, J. (1984). Teacher coping and school principal behaviors. Contemporary
Education, 56(1), 21-25.
Blase, J. (1983). Teachers' perceptions of moral guidance. Clearing House,
56(9), 389-393.
Blase, J., & Long, V. (1983). The counseling role of teachers:
Implications for the work of teachers. High School Journal, 66(4), 240-244.
Blase, J., & Greenfield, W. (1982). On the meaning of being a high school
teacher: The beginning years. High School Journal, 65(8), 263-271.
Pajak, E., & Blase, J. (1982). Teaching, the loss of innocence and the
psychological development of a professional self: Recollections of the first
few years of teaching. Educational Horizons, 60(2), 65-72.
Blumberg, A., Kleinke, D., Pajak, E., Blase, J., Mehlenbacker, E., &
Mehlenbacker, S. (1982). The teacher bar: Ancillary organization to the
school. The Educational Forum, 47(1), 111-125.
Blase, J. (1982). A social-psychological theory of teacher stress and
burnout. Educational Administration Quarterly, 17(4), 93-113.
Greenfield, W., & Blase, J. (1981). Motivating teachers: Understanding
the factors that shape performance. The Bulletin of the National Association
of Secondary School Principals, 65(448), 1-10.
Blase, J., & Greenfield, W. (1980-1981). An interactive/cyclical theory
of teacher performance. Administrator's Notebook, 29(5), 1-4.
Book Chapters:
Blase, J., & Blase, J. (2002). Micropolitical aspects of co-authorship in
higher education. In M. Reese and S.A. Korchek (Eds.), Texas Council of Women
Executives Publications, Vol. 5 (pp. ). San Marcos, TX: Southwest Texas State
University.
Blase, J., & Blase, J. (in press, 2002). The politics of being married in
academe: Strange brew. In J.G. Knowles and A. Cole (Eds.), Married to the
academy: Accounts from collaborating scholars who are partners in life (pp.
).
Blase, J., & Blase, J. (2001). In the teachers’ own words: Six powerful
elements of effective staff development. In L. Orozco (Ed.), Learning Schools
(pp. ). Dubuque, IA: Kendall/Hunt.
Blase, J., & Blase, J. (2000). The politics of being married in academe:
Strange brew. In J. G. Knowles and A. Cole (Eds.), Married to the academy:
Accounts from collaborating scholars who are partners in life (pp. ).
Blase, J., & Blase, J. (1999). In the teachers’ own words: Six powerful
elements of effective staff development. In L. Orozco (Ed.), Perspectives:
Educational leadership (pp. 143-148). Bellevue, IA: Coursewise.
Blase, J. (1998). The micropolitics of educational change. In A. Hargreaves
(Ed.) The International Handbook of Educational Change, (pp. 544-557).
England: Kluwer.
Blase, J. (1997). The micropolitics of teaching. In B. Biddle, T. Good, &
I. Goodson (Eds.) The International Handbook of Teachers and Teaching, (pp.
939-970). Dordrecht, Netherlands: Kluwer.
Pajak, E., & Blase, J. (1997). Teachers in bars: From professional to
personal self. In C.M. Charles (Ed.) Introduction to educational research,
3rd.ed. White Plains, NY: Longman. [Reprint]
Anderson, G. L. & Blase, J. J. (1994). EL Contexto Micropolitico Del
Trabajo De Los Maestros. In M. T. Gonzalez & J. M. Escudero (Eds.) EL
Professor y la organization escolar. Madrid: Editorial Cincel, (Reprint).
Blase, J. (1994). The micropolitics of education: The state of the art. In R.
Don Moyer & J. Scheurich (Eds.) The knowledge base in educational
administration: Multiple perspectives. Albany, NY: SUNY Press.
Anderson, G., & Blase, J. (1993). The micropolitical context of teachers'
work. In M. J. O’Hair & S. J. Odell (Eds.) Diversity and teaching:
Teacher Education Yearbook, (1) (pp.71-83). Fort Worth, TX: Harcourt Brace
& Jovanovich.
Blase, J.R., & Blase, J. (1994). The micropolitics of successful
supervisor teacher interactions in conferences. In D. Corson & A.
Hargreaves (Eds.) Discourse and Power in Educational Organizations.
Cresskill, NJ: Hampton Press.
Blase, J. (1989). The teachers' political orientation vis-a-vis the
principal: The micropolitics of the school. In J. Hannaway & R. Crowson
(Eds.). The Politics of Reforming School Administration: The 1988 Year Book
of the Politics of
Education Association. Falmer Press. (Reprint of article).
Pajak, E., & Blase, J. (1984). Teaching, the loss of innocence and the psychological
development of a professional self. Chapter in Readings in Educational
Psychology. Dubuque, IA: Kendall Hunt Publishing Co. (Reprint of article).
Book Reviews:
Blase, J. (1989). [Contradictions of control: School structure and school
knowledge]. International Journal of Qualitative Studies in Education, 2(1),
75-76.
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