Gary L. Anderson is a Professor in the Educational Administration Department at New York University. He has published widely in the areas of educational leadership, critical theory, action research, and Latin American education. His most recent books are Performance Theories in Education: Power, Pedagogy, and the Politics of Identity (2004), coedited with Bryant Alexander and Bernardo Gallegos, and The Action Research Dissertation: A Guide for Students, Faculty, and Institutional Review Boards (2004, Sage), coauthored with Kathryn Herr. He is a former high school teacher and principal in New York City and Puebla, Mexico.

Daniel Baron is the Director of Outreach Services for the Harmony Education Center and also serves as National Coordinator and Senior Coach for the National School Reform Faculty as well for Accelerated Schools. He is a Senior Associate to the ATLAS Learning Communities and a Project Director for the Lucent Technologies Foundation. He has spent more than 25 years working in public, private, and Native American education, pre-K through college. He was a founder and teacher-coordinator of the Harmony Elementary School in 1977, and he has won awards for action research and excellence in teaching.

Ira E. Bogotch is Professor of Educational Leadership at Florida Atlantic University. He previously served for 10 years on the Educational Leadership faculty at the University of New Orleans. He has taught students from kindergarten to adults in New York City, Guatemala City, Miami, and Washington, D.C., and also administered programs in these cities. He is the Associate Editor for The International Journal of Leadership in Education and serves on the editorial boards of Educational Administration Quarterly, The Journal of School Leadership, and Urban Education.

Chris Brown is Director of the Schools and Community Program at the Cross City Campaign for Urban School Reform. The Schools and Community Program works with parent and community organizations to increase meaningful parent and community involvement in school reform. Before coming to Cross City, he served as Community Development Specialist at Chicago's United Way/Crusade of Mercy. Previously, he spent 7 years as Director of the ACORN Housing Corporation of Illinois, a nonprofit group providing home ownership opportunities for low- and moderate-income families in Chicago's Englewood community.

Kathleen M. Brown is Assistant Professor of Educational Leadership at the University of North Carolina at Chapel Hill. She brings 15 years of teaching and administrative experience to the professorate, including work as a middle-school teacher and as an elementary-middle school principal in the Philadelphia/Camden, New Jersey, area. In 2002, she coauthored the book From the Desk of the Middle School Principal: Leadership Responsive to the Needs of [Page xix]Young Adolescents. This work, based on surveys and interviews with practicing middle school principals, was designed to impact practice at the school level.

C. Cryss Brunner is Associate Professor in the Department of Educational Policy and Administration at the University of Minnesota and Director of the UCEA Joint Program Center for the Study of the Superintendency. She was previously a teacher and administrator in public schools. For her academic work, including the publication of several books and research articles, she received UCEA's Jack Culbertson Award. She also was awarded a Spencer Fellowship by the National Academy of Education for study of the school superintendency.

Lawson Bush, V, is Associate Professor of Education in the Division of Administration and Counseling at California State University, Los Angeles. Some of his most recent publications include “Standing in the Gap: A Model for Establishing African American Male Intervention Programs Within Public Schools” (with K. Mitchell and E. Bush), appearing in Educational Horizons; “Magnet Schools: Desegregation or Resegregation? Students' Voices From Inside the Walls” (with H. Burley and T. Causey-Bush), appearing in American Secondary Education; and Can Black Mothers Raise Our Sons? (1999).

Gary M. Crow is Professor and Chair in the Department of Educational Leadership at the University of Utah. He is currently conducting comparative studies of the socialization of United Kingdom head teachers and U.S. principals. His most recent book is Being and Becoming a Principal (with L. Joseph Matthews), and his articles have appeared in Educational Management and Administration (UK), Educational Administration Quarterly, Journal of School Leadership, Journal of Educational Administration, and Urban Education. He is President-Elect of the University Council for Educational Administration.

Michael E. Dantley is an Associate Professor in the Department of Educational Leadership at Miami University in Oxford, Ohio. He has written numerous papers and is the coauthor of an upcoming text on leadership, spirituality, and social justice. He has served as a teacher, principal, and central office administrator with the Cincinnati Public Schools. He is presently on the editorial boards of Educational Administration Quarterly, the Journal of School Leadership, and the Scholar Practitioner Quarterly and has recently become the editor of the Journal of Cases in Educational Leadership.

Todd A. DeMitchell is Professor of Education and Justice Studies and Chair of the Department of Education at the University of New Hampshire. He spent 18 years in the public schools prior to becoming a faculty member in higher education. He served as an elementary school teacher, lead teacher, vice principal, principal, director of personnel and labor relations, and superintendent. He has published two books and 90 articles and book chapters on the legal mechanisms that impact schools, including school law, collective bargaining, and policy analysis.

Larry E. Frase is Professor of Educational Administration in the College of Education, San Diego State University. He served as superintendent of schools in the Catalina Foothills School District in Tucson, Arizona, and as assistant superintendent in New York. He is the author of 80 journal articles and wrote or edited 20 books, including Creating Learning Places for Teachers, Too; Maximizing People Power in Schools; and School Management by Wandering Around. In addition, his research papers on the subject of flow have been presented at Division A of the American Education Research Association and the University Council of Educational Administration.

Eva Gold is Principal at Research for Action and has served over the last decade as primary investigator of numerous local and national studies examining the dynamics among parents, community, and schools. She is coauthor with [Page xx]Elaine Simon and Chris Brown of the Strong Neighborhoods, Strong Schools series, which documents the contributions of community organizing for school reform. She also coauthored Clients, Consumers, or Collaborators? Parents and Their Roles in School Reform During Children Achieving, 1995–2000, a report that was part of the overall evaluation of Philadelphia's systemic reform effort.

Jesse Goodman is a Professor in the School of Education, Codirector of a master's level elementary teacher education program, and former Chair of the doctoral Curriculum Studies Program at Indiana University. In addition, he is one of three Codirectors of the Harmony Education Center, an organization committed to democratic school reform. He has received five national awards for distinguished research. His book, Elementary Schooling for Critical Democracy (1992), draws heavily on the works of John Dewey.

Margaret Grogan is Professor and Chair, Department of Educational Leadership and Policy Analysis, University of Missouri-Columbia. She is also President of UCEA 2003–2004. She edits a series on Women in Leadership. Recent publications include a chapter in the NSSE Yearbook, 2002, “Shifts in the Discourse Defining the Superintendency: Historical and Current Foundations of the Position,” with Cryss Brunner and Lars Björk, and an article, “Influences of the Discourse of Globalisation on Mentoring for Gender Equity and Social Justice in Educational Leadership” in Leading and Managing (2003). She is the author, with Daniel Duke, Pam Tucker, and Walt Heinecke, of Educational Leadership in an Age of Accountability (2003).

Eric Haas is a lawyer and Assistant Professor in Educational Leadership at the University of Connecticut. He is the recipient of the Arizona State University Interdisciplinary Millennium Dissertation Fellowship. His dissertation examines the political, social, and economic representation of educational issues in major newspapers of the United States. He is the author of several forthcoming book chapters that address issues of law and media discourse as related to educational policy.

Ruth S. Johnson is Professor of Educational Administration at California State University, Los Angeles. She has been a classroom teacher, instructional consultant, director of elementary education, analyst, assistant superintendent of schools in the areas of curriculum and business, and superintendent of schools. She was a compensatory education consultant for the New Jersey Department of Education. Her book, Using Data to Close the Achievement Gap: How to Measure Equity in Our Schools, is being used in schools and colleges nationally.

Frances K. Kochan is Interim Dean and Professor of Educational Leadership in the Auburn University College of Education. She has had experience as an elementary teacher, a principal, assistant superintendent, and superintendent. She is past President of the University Council on Educational Administration and presently serves on the Executive Committee. She is editor of the Mentoring and Mentorship series and serves on numerous editorial boards, including The Journal of School Leadership and Mentoring and Tutoring.

Theodore J. Kowalski is the Kuntz Family Chair in Educational Administration at the University of Dayton. A former school superintendent, he served as Dean of the Teachers College at Ball State University from 1983 to 1993. He is the author of 15 books and more than 135 book chapters and journal articles, and he has given invited lectures at more than 80 universities.

Jeffery A. Lackney is an Assistant Professor in the Department of Engineering Professional Development at the University of Wisconsin-Madison. He is a registered architect specializing in the planning, design, research, and evaluation of school environments. In addition [Page xxi]to consulting nationally as an educational facility planner advocating innovative vision-driven approaches to school design, he conducts research on school environments. Previously, he was founding director of the Educational Design Institute at Mississippi State University, a joint initiative between the College of Education and the School of Architecture.

Gerardo R. López is an Assistant Professor in the Department of Educational Leadership and Policy Studies at Indiana University. His areas of interest are parental involvement, school-community relations, and migrant education. He has published in the American Educational Research Journal, Harvard Educational Review, Educational Administration Quarterly, International Journal of Qualitative Studies in Education, Qualitative Inquiry, and Educational Researcher, and he is the coeditor (with Larry Parker) of Interrogating Racism in Qualitative Research Methodology (2003).

Catherine A. Lugg is Associate Professor of Education at the Graduate School of Education, Rutgers University. She is a former flute teacher in a community school of music. Her research has been published in Educational Administration Quarterly, Education Policy, The Journal of School Leadership, Education and Urban Society, The American Journal of Semiotics, and Pennsylvania History. She is also the author of two books, For God and Country: Conservatism and American School Policy and Kitsch: From Education to Public Policy.

Betty Malen is Professor of Education Policy and Leadership at the University of Maryland, College Park, and a former school administrator. Her research focuses on the politics of education reform. Her work appears in academic journals, edited volumes, and professional association yearbooks. Her most recent article was a coauthored study of school reconstitution, titled “Reconstituting Schools: Testing the Theory of Action,” in Education Evaluation and Policy Analysis.

Betty M. Merchant is Professor and Chair of the Department of Educational Leadership and Policy Studies at the University of Texas, San Antonio. She has taught in public schools, preschool through high school, and in tribally controlled, Native American schools in the Southwest. She has published in Bilingual Research Journal Education Review, Educational Administration Quarterly, Educational Theory, Journal of Education for Students Placed at Risk, Journal of Research in Rural Education, and Urban Education.

Carol Myers is the Associate Director of Outreach Services for the Harmony Education Center and has worked extensively in youth leadership, service learning, and organizational development projects. She has had several manuscripts on these topics published. She also serves as a consultant for a number of community development and anti-racist projects in the Midwest. Prior to her work at the Harmony Education Center, she taught courses in the School of Education at the University of Indianapolis and Butler University.

Rodney T. Ogawa is Professor and Chair of the Education Department, University of California, Santa Cruz. He is Vice President-Elect of Division A of the American Educational Research Association. His research focuses on school organization and educational leadership. His most recent work has been published in the American Educational Research Journal, Teachers College Record, and a volume entitled Rethinking Educational Leadership.

George J. Petersen is Associate Professor of Educational Leadership at California Polytechnic State University, San Luis Obispo. His research has been published in Educational Administration Quarterly, Journal of [Page xxii]School Leadership, Journal of Educational Administration, and Educational Policy Analysis Archives. He has a forthcoming book entitled The District Superintendent and School Board Relationship: Trends in Policy Development and Implementation. He also serves as Associate Director of the University Council for Educational Administration.

Monica Pini is Professor and Researcher at the National University of San Martin, Buenos Aires, Argentina, where she coordinates a master's degree program in education. She also works for the Ministry of Education in Argentina. Her dissertation was published in Spanish as Escuelas Charter y Empresas: Un discurso que vende (2003) (Charter Schools and Corporations: A Discourse That Sells), the first volume in a book series sponsored by the Public Policy Laboratory in Buenos Aires, directed by Pablo Gentilli.

William K. Poston, Jr., is Emeritus Associate Professor of Educational Administration at Iowa State University. He has served the public schools for 30 years as a math teacher and secondary school principal. He was a superintendent of schools in Arizona and Montana. He is the author and coauthor of such publications as Effective School Board Governance and Making Governance Work. He was the youngest international president ever to head Phi Delta Kappa.

Leslie Poynor is a lecturer at the University of Connecticut and has a PhD in Curriculum and Instruction from Arizona State University. She is coediting a book on the social, political, and economic contexts of literacy education, Marketing Fear in America's Public Schools: The Real War on Literacy. Her most recent book addresses the social, political, and economic contexts of pre-service and first-year teachers in schools with large populations of bilingual and English language learners. Her articles have appeared in the Educational Researcher, the Bilingual Research Journal, and the TESOL Journal.

Cynthia J. Reed is Director of the Truman Pierce Institute, a research, teaching, and outreach center in the College of Education at Auburn University, the Program Coordinator for Educational Leadership, and Associate Professor in Educational Leadership at Auburn University. She recently was awarded UCEA's Jack A. Culbertson Award. She has been an educator for more than 20 years, serving as a teacher, principal, and director of collaborative programs among K to 12 and higher education institutions, and now as an associate professor. She is coeditor of the Southern Regional Council of Educational Administration Yearbook.

Charles J. Russo is the Joseph Panzer Chair in Education in the School of Education and Allied Professions and Adjunct Professor in the School of Law at the University of Dayton, specializing in Education Law. The 1998–1999 President of the Education Law Association, he is the author of more than 150 articles in peer-reviewed journals and author, coauthor, or editor of 15 books and almost 450 total publications. He also speaks extensively on issues in education law in the United States and throughout the world.

Anish Sayani is currently working on his doctorate at the University of British Columbia. He also instructs pre-service teachers for the Faculty of Education at that university and consults as a staff developer for the San Juan School District in Utah. He has been a high school English and humanities teacher in British Columbia and Texas for 14 years. His master's paper won the 2002 research award of the Canadian Association for the Study of Educational Administration.

Carolyn M. Shields is Professor of Educational Leadership and Codirector of the School Leadership Centre at the University of British [Page xxiii]Columbia. She is past President of the Canadian Association for Studies in Educational Administration, a board member of the Commonwealth Council for Educational Administration and Leadership, and a member of several ministry advisory committees. Her research and teaching interests relate to leadership for social justice and academic excellence in diverse settings nationally and internationally.

Alan R. Shoho is an Associate Professor in the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio. His research focuses on organizational cultures and how they affect the sense of alienation and ethical behavior of their stakeholders. He has published in the Journal of School Leadership, The High School Journal, Research in the Schools, Theory and Research in Educational Administration, ERS Spectrum, the Journal of Special Education Leadership, and The International Journal of Educational Management.

Elaine Simon is a Senior Research Associate at Research for Action, an anthropologist who has conducted ethnographic research and evaluation in the fields of education, employment and training, and community development. She is Codirector of Urban Studies in the School of Arts and Sciences and adjunct Associate Professor of Education in the Graduate School of Education at the University of Pennsylvania. She is coauthor with Eva Gold and Chris Brown of the Strong Neighborhoods, Strong Schools series. Her perspective on education is informed by her background in urban studies and community development.

Betty E. Steffy has served as a Clinical Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. She served as a Superintendent of Schools in New Jersey as well as the Deputy Superintendent for Instruction in the Kentucky Department of Education when the Kentucky Education Reform Act (KERA) was implemented. She has also served as a professor and dean of the school of education at Indiana-Purdue University Fort Wayne and a professor at Iowa State University. She has authored or coauthored six books including Career Stages of Classroom Teachers (1989) and The Kentucky Education Reform: Lessons for America (1993).

Michelle D. Young is the Executive Director of the University Council for Educational Administration and a faculty member in Educational Leadership and Policy Analysis at the University of Missouri-Columbia. She serves on the editorial boards of the Educational Administration Quarterly, Educational Administration Abstracts, Journal of Cases in Educational Leadership, and Education and Urban Society. She also serves on the National Advisory Board for ERIC, the Wallace Reader's Digest Funds LEADERS Count Advisory Committee, the National Policy Board for Educational Administration, and the National Commission for the Advancement of Educational Leadership Preparation.