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New Foundations for Knowledge in Educational Administration, Policy, and Politics : Science and Sensationalism.

By: Mitchell, Douglas E.
Material type: TextTextSeries: eBooks on Demand.Publisher: Florence : Taylor and Francis, 2013Copyright date: ©2011Description: 1 online resource (297 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781136501647.Subject(s): Education and state -- United States | School management and organization -- United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: New Foundations for Knowledge in Educational Administration, Policy, and Politics : Science and SensationalismDDC classification: 371.2 Online resources: Click here to view this ebook.
Contents:
Cover -- Title -- Copyright -- Dedication -- Contents -- Preface -- Introduction: Dreary Ideas and Exhausted Patience -- PART I: ATTACKS AND REBUTTALS: THE CONTROVERSIAL STATUS OF SOCIAL SCIENCE KNOWLEDGE -- 1 The Relationship Between Academic Social Scientists and Educational Policymakers: A Brief Historical Overview -- 2 The Evolution of Educational Administration Knowledge -- 3 Truth or Consequences? Reflections on the Theory Movement and Its Aftermath in Education -- 4 Legal Inquiry and Equal Opportunity -- PART II: CHANGING CONCEPTIONS OF ADMINISTRATION AND POLICY -- 5 Scholarship in Educational Administration: At a Crossroads or Dead End? -- 6 Scientific Research and Moral Leadership in Schools -- PART III: NEW DIRECTIONS IN EDUCATION POLITICS AND POLICY RESEARCH -- 7 The Changing Landscape in School Governance: Implications for Establishing Knowledge Claims -- 8 The Science and Politics of Urban Education Leadership : Toward a Reorienting Narrative -- PART IV: SCIENCE AND SENSATIONALISM: RENEWING THE FOUNDATIONS -- 9 Sensational Science: Generating Valid and Reliable Knowledge of Educational Administration, Policy, and Politics -- 10 Coherent Knowledge and Confident Professional Practice -- About the Authors -- Author Index -- Subject Index.
Summary: This book probes the intellectual foundations of scholarly inquiry into educational administration, policy, and politics. The question of whether, and if so how, social science theories and methods contribute to an understanding of these issues is hotly debated today. Is there really a scientific basis for evaluating and/or improving educational administration, politics and policy? The contributors-all recognized scholars in the fields of educational organization, administration, policy and politics-tackle the question of epistemology directly, addressing anew what rules of scholarly conduct should guide research and practice in the field, and how those rules of inquiry should guide the training of scholars and education professionals. The Introduction places the chapters in a common intellectual framework for rebuilding confidence in social science inquiry and of the legitimacy of the university as an arbiter of scientific knowledge claims.   New Foundations for Knowledge in Educational Administration, Policy, and Politics: Science and Sensationalism is directed to research scholars, faculty, graduate students, and policy agency staffers in the fields of educational policy, politics, and administration; educational evaluation; and educational foundations. It is well suited as a text for graduate courses in these areas.
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Electronic Book UT Tyler Online
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LB2805 -- .N49 2011 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1166477 Available EBC1166477

Cover -- Title -- Copyright -- Dedication -- Contents -- Preface -- Introduction: Dreary Ideas and Exhausted Patience -- PART I: ATTACKS AND REBUTTALS: THE CONTROVERSIAL STATUS OF SOCIAL SCIENCE KNOWLEDGE -- 1 The Relationship Between Academic Social Scientists and Educational Policymakers: A Brief Historical Overview -- 2 The Evolution of Educational Administration Knowledge -- 3 Truth or Consequences? Reflections on the Theory Movement and Its Aftermath in Education -- 4 Legal Inquiry and Equal Opportunity -- PART II: CHANGING CONCEPTIONS OF ADMINISTRATION AND POLICY -- 5 Scholarship in Educational Administration: At a Crossroads or Dead End? -- 6 Scientific Research and Moral Leadership in Schools -- PART III: NEW DIRECTIONS IN EDUCATION POLITICS AND POLICY RESEARCH -- 7 The Changing Landscape in School Governance: Implications for Establishing Knowledge Claims -- 8 The Science and Politics of Urban Education Leadership : Toward a Reorienting Narrative -- PART IV: SCIENCE AND SENSATIONALISM: RENEWING THE FOUNDATIONS -- 9 Sensational Science: Generating Valid and Reliable Knowledge of Educational Administration, Policy, and Politics -- 10 Coherent Knowledge and Confident Professional Practice -- About the Authors -- Author Index -- Subject Index.

This book probes the intellectual foundations of scholarly inquiry into educational administration, policy, and politics. The question of whether, and if so how, social science theories and methods contribute to an understanding of these issues is hotly debated today. Is there really a scientific basis for evaluating and/or improving educational administration, politics and policy? The contributors-all recognized scholars in the fields of educational organization, administration, policy and politics-tackle the question of epistemology directly, addressing anew what rules of scholarly conduct should guide research and practice in the field, and how those rules of inquiry should guide the training of scholars and education professionals. The Introduction places the chapters in a common intellectual framework for rebuilding confidence in social science inquiry and of the legitimacy of the university as an arbiter of scientific knowledge claims.   New Foundations for Knowledge in Educational Administration, Policy, and Politics: Science and Sensationalism is directed to research scholars, faculty, graduate students, and policy agency staffers in the fields of educational policy, politics, and administration; educational evaluation; and educational foundations. It is well suited as a text for graduate courses in these areas.

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