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*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
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.
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.
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