Thanks and recognition go to the many institutions and individuals who supported me over the years during which I prepared this publication. Personal debts accrued while conducting research and writing the papers for the book as a participant in recent theory-building efforts in the field of comparative educational management, with specific reference to Latin America, are enormous. The influence of many fine colleagues and students who crossed my path during the years of my graduate training and teaching is highly valued. I have learned a great deal from all those with whom I have shared intellectual endeavors during my academic years at Harvard University, The Catholic University of America, Universidad del Valle, The Latin American Faculty of Social Sciences (FLACSO), Fundação Universidade de Brasilia, and Universidade Federal Fluminense. Likewise, I acknowledge the valuable institutional benefits of my association with the Organization of American States (OAS), the Brazilian Association of Professionals in Educational Administration (ANPAE), the Inter-American Society for Educational Administration, and the International Intervisitation Program in Educational Administration (IIP).
A very special posthumous recognition goes to Professor Russell G. Davis, my advisor and director at the Harvard Graduate School of Education, who passed away last year. He introduced me to the international field of educational planning and administration.
I value the fruitful international encounters with Jack Culbertson, during his productive decades as director of the University Council for Educational Administration (UCEA). I also value my association with Daniel Griffith, Thomas Wiggins, Juan Carlos Tedesco, Jacques Hallack, Robin Farquhar, Meredidd Hughes, Michel Debeauvais, Colleen Capper, Patrick Lynch, and Mark Hanson, in a variety of re- search and development initiatives in the field of educational management throughout the world. Special credit is due to Thomas Wiggins, who co-authored with me a previous version of Chapter Two, published in UCEAs Educational Administration Quarterly.
I thank Walter E. Garcia, Maria Beatriz Moreira Luce, and Luis Osvaldo Roggi, whose observations helped me to improve the text of this publication. Special appreciation goes to Jane B. Malmo for her stimulating critical examination and her fine editing of the final manuscript. I would like to give special recognition to the Executive Secretariat of the Inter-American Council for Integral Development and to its Department of Educational Affairs, as well as its production staff, for their interest and support in the preparation of the publication. I am also grateful to Andrea Rabino for her unremitting cooperation during the preparation of the documents.
Last but not least, I have been very lucky to count on the valuable aid of my son, Pedro Sander, who read the manuscript and discussed its content with me. He also provided me with general assistance in the preparation of the format of the publication.
Nevertheless, I take full responsibility for the books final content and form. Likewise, I certify that the ideas and opinions expressed in the book are not necessarily those of the Organization of American States and of any other institution with which I am associated.