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

by Mitchell, Douglas E.

• ISBN13: 9780805854329
• ISBN10: 0805854320
• Format: Hardcover
• Copyright: 2006-06-22
• Publisher: Lawrence Erlbau

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 is a scientific basis for evaluating and/or improving educational administration, politics and policy? The contributorsall recognized scholars in the fields of educational organization, administration, policy and politicstackle 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 Sensationalismis 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.

Author Biography

Douglas E. Mitchell is Professor of Education and Director of the School Improvement Research Group at the University of California, Riverside. He is past-president of both the Politics of Education Association and the Sociology of Education Association, and recipient of the Stephen K. Bailey Award for research contributions to the Politics of Education. Education politics and policy have been the focus of his research and scholarly writing. Published writings include more than 100 books, journal articles, and monographs covering topics in social science theory and utilization, school program and policy analysis, state legislative decision making, labor relations, teacher incentive systems, public support for public schools, and school board elections.

Table of Contents

Preface	ix
Introduction: Dreary Ideas and Exhausted Patience	xiii
Douglas E. Mitchell
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	3	(26)
Margaret A. Nash
2 The Evolution of Educational Administration Knowledge	29	(24)
Douglas E. Mitchell and Flora Ida Ortiz
3 Truth or Consequences? Reflections on the Theory Movement and Its Aftermath in Education	53	(18)
Brian Rowan
4 Legal Inquiry and Equal Opportunity	71	(30)
Paul Green
PART II: CHANGING CONCEPTIONS OF ADMINISTRATION AND POLICY
5 Scholarship in Educational Administration: At a Crossroads or Dead End?	101	(28)
Ronald H. Heck
6 Scientific Research and Moral Leadership in Schools	129	(28)
Gail C. Furman
PART III: NEW DIRECTIONS IN EDUCATION POLITICS AND POLICY RESEARCH
7 The Changing Landscape in School Governance: Implications for Establishing Knowledge Claims	157	(24)
Kenneth K. Wong
8 The Science and Politics of Urban Education Leadership: Toward a Reorienting Narrative	181	(32)
Dorothy Shipps
PART IV: SCIENCE AND SENSATIONALISM: RENEWING THE FOUNDATIONS
9 Sensational Science: Generating Valid and Reliable Knowledge of Educational Administration, Policy, and Politics	213	(24)
Douglas E. Mitchell
10 Coherent Knowledge and Confident Professional Practice	237	(24)
Douglas E. Mitchell
About the Authors	261	(4)
Author Index	265	(8)
Subject Index	273