This monograph, part of a series exploring relationships between education and society, challenges assumed perceptions of time in educational administration as linked to historical and philosophical influences. An introductory summary of salient themes is supplemented by four articles. By emulating industrial capitalistic methods, educational administration's time perceptions and concerns for "efficiency" and "effectiveness" became grounded in scientific management. Time became a commodity that could be segmented, utilized, bought, and sold. This commodification of time was associated with the clock, which ensured regulated production. Student task-continuous work paralleled productivity's emphasis; "time-on-task" emerged from J. B. Carroll's "A Model of School Learning." In"About Time for Educational Reform," H. M. Levin argues that Carroll's views overlook the attraction of internal decision-making participation to enhance achievement. G. J. Whitrow, in "Reflections on the History of the Concept of Time," contends that conceptualizing the physical universe and society as linear advancement without cyclical repetition is not supported by historical evidence. For K. Harris, in "The Secondary School: Administrative Wonder and Educational Absurdity," schooling's master timetable physically places everyone at every moment. Whirring away, day after day, in this clockwork administrative masterpiece, education arrives in a distant second place at best. Each entry provides references; an annotated bibliography is appended. (CJH)