Educational administration is a field currently undergoing great intellectual change. The dominant scientific tradition now competes with a range of alternative, systematically different, accounts of such major concerns in the field as: the nature of administrative and organizational theory, explaining and improving educational leadership and practice, the place of values and human subjectivity in our accounts of educational organizations, the nature of educational policy and the conduct of research. Knowing Educational Administration surveys and analyzes all of the most important theories in the field. However, as differences among these theories reflect ultimately different philosophical positions, the book offers a new philosophical perspective on educational administration. For administrative theories to count as sound knowledge they must meet the demands of our best theories of knowledge. The book outlines and defends a particular coherentist view of knowledge and then uses that view both to criticize existing administrative theories and to develop a distinctive alternative. The alternative is a new postpositivist science of administration which is able to include ethics and subjectivity within the scope of sound administrative knowledge.

Knowing Educational Administration: Contemporary Methodological Controversies in Educational Administration Research

Education & Teaching

Evers, Colin W.

Lakomski, Gabriele

Schools & Teaching

Emerald Group Pub Ltd

A critical examination of leadership theories past and present, "Managing without Leadership" argues that leadership as traditionally understood does not explain organizational functioning. Bounded by empiricist assumptions and methodology, and including a narrow theory of mind as symbol processor, leadership theories are unable to support their claims about leaders and their actions. Drawing on coherentist epistemology, connectionism, and the theory of self-organizing dynamic systems, a naturalistic account of organizational functioning and organization design is explored that includes leaders as non-privileged agents in the cognitive fabric of organizational life.

Managing without Leadership: Towards a Theory of Organizational Functioning (0)

Business & Money

Lakomski

Economics

Emerald Publishing

Why Context Matters in Educational Leadership

Evers, Colin

Routledge

Why Context Matters in Educational Leadership: A New Theoretical Understanding is unique in the field of educational leadership studies. This book offers a systematic account of educational leadership from the perspective that context matters. It argues that studies of leadership in education can only progress if the importance of context is understood and presents context as a set of constraints under which leadership is exercised. 
A theoretical book that offers at last three major challenges to dominant positions in the field in a systematic way, it provides a new, coherent, and more realistic way to think about leadership in context.The chapters offer concrete steps for complex problem-solving in schools and will help schools tailor solutions to local constraints and circumstances. 
Written by leading scholars Colin W. Evers and Gabriele Lakomski, this book will be essential reading for students and researchers working in the fields of education, educational administration and leadership.

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