*Provides first coherent theory of leadership as context-dependent *Offers concrete steps for complex problem solving in schools *Helps schools tailor solutions to local constraints and circumstances

*Provides first coherent theory of leadership as context-dependent *Offers concrete steps for complex problem solving in schools *Helps schools tailor solutions to local constraints and circumstances

Realist Inquiry in Social Science is an invaluable guide to conducting realist research. Written by highly regarded experts in the field, the first part of the book sets out the fundamentals necessary for rigorous realist research, while the second part deals with a number of its most important applications, discussing it in the context of case studies, action research and grounded theory amongst other approaches. Grounded in philosophical methodology, this book goes beyond understanding knowledge justification only as empirical validity, but instead emphasises the importance of theoretical criteria for all good research. The authors consider both quantitative and qualitative research methods, and approach methodology from an interdisciplinary viewpoint. Using abductive reasoning as the starting point for an insightful journey into realist inquiry, this book demonstrates that scientific realism continues to be of major relevance to the social sciences.

Educational leadership has a rich history of epistemological debate. From the 'Theory Movement' of the 1950-1960s, through to Greenfield's critique of logical empiricism in the 1970s, the emergence of Bates' and Foster's Critical Theory of educational administration in the 1980s, and Evers' and Lakomski's naturalistic coherentism from1990 to the present time, debates about ways of knowing, doing, and being in the social world have been central to advancing scholarship. However, since the publication of Evers' and Lakomski's work, questions of the epistemological preliminaries of research have become somewhat marginalised. This is not to suggest that such discussions are not taking place, but rather that they have been sporadic and piecemeal. In New Directions in Educational Leadership Theory, the contributors sketch possible alternatives for advancing scholarship in educational leadership. The coherence of this volume comes not from the adoption of a single theoretical lens, but rather from its engagement with epistemology, ontology, and methodology. The choice of the plural 'alternatives' is deliberate, and its use is to evoke the message that there is more than one way to advance knowledge. The approaches adopted across this collection offer fruitful directions for the field and hopefully will stimulate substantive dialogue and debate in the interest of advancing knowledge. This book was originally published as a special issue of Educational Philosophy and Theory.

Educational leadership has a rich history of epistemological debate. From the 'Theory Movement' of the 1950-1960s, through to Greenfield's critique of logical empiricism in the 1970s, the emergence of Bates' and Foster's Critical Theory of educational administration in the 1980s, and Evers' and Lakomski's naturalistic coherentism from1990 to the present time, debates about ways of knowing, doing, and being in the social world have been central to advancing scholarship. However, since the publication of Evers' and Lakomski's work, questions of the epistemological preliminaries of research have become somewhat marginalised. This is not to suggest that such discussions are not taking place, but rather that they have been sporadic and piecemeal. In New Directions in Educational Leadership Theory, the contributors sketch possible alternatives for advancing scholarship in educational leadership. The coherence of this volume comes not from the adoption of a single theoretical lens, but rather from its engagement with epistemology, ontology, and methodology. The choice of the plural 'alternatives' is deliberate, and its use is to evoke the message that there is more than one way to advance knowledge. The approaches adopted across this collection offer fruitful directions for the field and hopefully will stimulate substantive dialogue and debate in the interest of advancing knowledge. This book was originally published as a special issue of Educational Philosophy and Theory.

Realist Inquiry in Social Science is an invaluable guide to conducting realist research. Written by highly regarded experts in the field, the first part of the book sets out the fundamentals necessary for rigorous realist research, while the second part deals with a number of its most important applications, discussing it in the context of case studies, action research and grounded theory amongst other approaches. Grounded in philosophical methodology, this book goes beyond understanding knowledge justification only as empirical validity, but instead emphasises the importance of theoretical criteria for all good research. The authors consider both quantitative and qualitative research methods, and approach methodology from an interdisciplinary viewpoint. Using abductive reasoning as the starting point for an insightful journey into realist inquiry, this book demonstrates that scientific realism continues to be of major relevance to the social sciences.