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Exploring educational administration : coherentist applications and critical debates

Author: C W Evers; Gabriele Lakomski
Publisher: New York : Pergamon, ©1996.
Edition/Format:   Print book : English : 1st edView all editions and formats
Database:WorldCat
Summary:
Exploring Educational Administration the second book in a planned 3 volume work, begins the task of extending the authors ideas into more applied domains. It provides some introductory accounts of their theory, some extensions of the theory in new directions, particularly in response to the postmodernist challenge, and signals the development of some important applications to educational management issues, notably  Read more...
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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: C W Evers; Gabriele Lakomski
ISBN: 0080427669 9780080427669
OCLC Number: 34746027
Description: xix, 292 pages ; 24 cm
Contents: Ch. 1. Recent Developments in Educational Administration --
Ch. 2. Educational Administration as Science: A Postpositivist Proposal --
Ch. 3. Towards Coherence in Administrative Theory --
Ch. 4. Educational Organizations as Systems --
Ch. 5. Schooling, Organizational Learning and Efficiency in the Growth of Knowledge --
Ch. 6. Leadership and Learning: From Transformational Leadership to Organizational Learning --
Ch. 7. Policy Analysis: Practical Reason or Empirical Science? --
Ch. 8. Administrative Decision-Making as Pattern Processing --
Ch. 9. Educating the Brain --
Ch. 10. On Theory in Educational Administration: Beyond Greenfield's Subjectivism --
Ch. 11. Cognition, Values and Organizational Structure: Hodgkinson in Perspective --
Ch. 12. What Price Democracy? An Examination of Arrow's Impossibility Theorem in Educational Decision-Making --
Ch. 13. Explaining and Improving Educational Administration / Donald Willower.
Responsibility: [edited] by Colin Evers & Gabriele Lakomski.
More information:

Abstract:

Exploring Educational Administration the second book in a planned 3 volume work, begins the task of extending the authors ideas into more applied domains. It provides some introductory accounts of their theory, some extensions of the theory in new directions, particularly in response to the postmodernist challenge, and signals the development of some important applications to educational management issues, notably leadership, policy, decision-making, and organisational design. Since their work has generated a significant level of controversy they have drawn together, in the last section, three debates on their views from prestigious international journals. This book extends considerably the claims made in the 1991 book by demonstrating how a post-positivist science of administration can deal with traditional and vexed issues in the field. Hence it should appeal to practitioner, student and researchers alike.

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