Doing Educational Administration: A Theory of Administrative Practice
Pergamon Press (2000)
Doing Educational Administration is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, Knowing Educational Administration , established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in Exploring Educational Administration, where the authors' theories were considered in an applied context. In this, the third and final volume, the authors conclude their presentation of their post-positivist theory by demonstrating how their account of knowledge and cognition shapes the content and structure of administrative practice. Built around a set of basic issues in the practice of educational administration where the role of condition is of primary importance, Evers and Lakomski produce a comprehensive and persuasive applied theory of administrative practice.
|Keywords||School management and organization Philosophy|
|Categories||categorize this paper)|
|Buy the book||$42.09 used (67% off) $108.33 new (15% off) $125.99 direct from Amazon Amazon page|
|Call number||LB2805.E915 2000|
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Citations of this work BETA
Explaining Learning: From Analysis to Paralysis to Hippocampus.John Clark - 2005 - Educational Philosophy and Theory 37 (5):667–687.
Naturalism and Educational Administration: New Directions.Colin W. Evers & Gabriele Lakomski - 2015 - Educational Philosophy and Theory 47 (4):402-419.
Philosophy, Neuroscience and Education.John Clark - 2015 - Educational Philosophy and Theory 47 (1):36-46.
Thematic Approach to Theoretical Speculations in the Field of Educational Administration.Jae Park - 2015 - Educational Philosophy and Theory 47 (4):359-371.
Problematising the Intellectual Gaze of the Educational Administration Scholar.Scott Eacott - 2015 - Educational Philosophy and Theory 47 (4):312-329.
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