Science in Educational Administration: A Postpositivist Conception

Educational Administration Quarterly

Volumn 32, Issue 3, 1996, Pages 379-402

  Evers, Colin W ^a   Lakomski, Gabriele ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002167697     PISSN: 0013161X     EISSN: None     Source Type: Journal    
DOI: 10.1177/0013161X96032003005     Document Type: Article

References (85)

1. Anyon, J. (1994). The retreat of Marxism and socialist feminism: Postmodern and poststructural theories in education. Curriculum Inquiry, 24(1), 115-135.
2. Argyris, C. (1990). Overcoming organizational defenses: Facilitating organizational learning. Boston: Allyn & Bacon.
3. Aronowitz, S., & Giroux, H. (1991). Postmodern education: Politics, culture, and social criticism. Minneapolis: University of Minnesota Press.
4. Bass, B. M., & Avolio, B. J. (1990). The implications of transactional and transformational leadership for individual, team, and organizational development. In R. W. Woodman & W. A. Passmore (Eds.), Research in organizational change and development (Vol. 4). Greenwich, CT: JAI.
5. Bass, B. M., & Avolio, B. J. (1993). Transformational leadership: A response to critics. In M. M. Chemers & R. Ayman (Eds.), Leadership theory and research: Perspectives and directions. San Diego: Academic Press.
6. Bass, B. M., & Avolio, B. J. (Eds.) (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.
7. Bates, R. J. (1983). Educational administration and the management of knowledge. Geelong: Deakin University Press.
8. Bates, R. J. (1995). Critical theory of educational administration. In C. W. Evers & J. D. Chapman (Eds.), Educational administration: An Australian perspective. Sydney: Allen & Unwin.
9. Bennis, W. (1984). Transformative power and leadership. In T. J. Sergiovanni & J. E. Corbally (Eds.), Leadership and organizational culture (pp. 64-71). Urbana: University of Illinois Press.
10. Bernstein, R. J. (1983). Beyond objectivism and relativism. Philadelphia: University of Pennsylvania Press.
11. Bernstein, R. J. (1992). The new constellation: The ethical-political horizons of modernity/ postmodernity. Cambridge, MA: MIT Press.
12. Bonjour, L. (1985). The structure of empirical knowledge. Cambridge, MA: Harvard University Press.
13. Chaitin, G. (1975). Randomness and mathematical proof. Scientific American, 232, 47-52.
14. Cherryholmes, C. H. (1988). Power and criticism. New York: Teachers College Press.
15. Cherryholmes, C. H. (1994). Pragmatism, poststructuralism, and socially useful theorizing. Curriculum Inquiry, 24(2), 193-215.
16. Churchland, P. M. (1985). The ontological status of observables: In praise of superempirical virtues. In P. M. Churchland & C. A. Hooker (Eds.), Images of science. Chicago: University of Chicago Press.
17. Churchland, P. M. (1988). Matter and consciousness (rev. ed.). Cambridge, MA: MIT Press.
18. Churchland, P. M. (1989). A neurocomputational perspective: The nature of mind and the structure of science. Cambridge, MA: MIT Press.
19. Churchland, P. M. (1990). Simplicity as an epistemic virtue: The view from the neuronal level. In N. Rescher (Ed.), Aesthetic factors in natural science. Lanham, MD: University Press of America.
20. Churchland, P. M. (1995). The engine of reason, the seat of the soul. Cambridge, MA: MIT Press.
21. Clandinin, D. J., & Connelly, F. M. (1994). Personal experience methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. London: Sage.
22. Dennett, D. C. (1991). Real patterns. Journal of Philosophy, 88(1), 27-51.
23. Duignan, P., & Macpherson, R.J.S. (Eds.) (1992). Educative leadership. London: Falmer.
24. Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297-324.
25. Evers, C. W. (1990). Educating the brain. Educational Philosophy & Theory, 22(2), 65-80.
26. Evers, C. W. (1991). Towards a coherentist theory of validity. International Journal of Educational Research, 15(6), 521-535.
27. Evers, C. W. (1993). Hodgkinson on moral leadership. Educational Management & Administration, 21(4), 259-262.
28. Evers, C. W. (1994). Administrative decision making as pattern processing. In F. Crowther et al. (Eds.), The workplace in education. ACEA Yearbook 1994. Sydney: Edward Arnold.
29. Evers, C. W., & Lakomski, G. (1991). Knowing educational administration: Contemporary methodological controversies in educational administration research. Oxford: Pergamon Press.
30. Evers, C. W., & Lakomski, G. (1993a). Cognition, values, and organizational structure: Hodgkinson in perspective. Journal of Educational Administration & Foundations, 8(1), 45-57.
31. Evers, C. W., & Lakomski, G. (1993b). Justifying educational administration. Educational Management & Administration, 21(3), 140-152.
32. Evers, C. W., & Lakomski, G. (1996). Exploring educational administration. Oxford: Pergamon Press.
33. Feyerabend, P. K. (1963). How to be a good empiricist. In B. Baumrin (Ed.), Philosophy of science: The Delaware seminar. New York: Interscience.
34. Foster, W. (1980). Administration and the crisis in legitimacy: A review of Habermasian thought. Harvard Educational Review, 50(4), 496-505.
35. Foster, W. (1986). Paradigms and promises. Buffalo, NY: Prometheus Press.
36. Greenfield, T. B., & Ribbins, P. (Eds.). (1993). Greenfield on educational administration: Towards a humane science. London: Routledge.
37. Griffiths, D. E. (1959). Administrative theory. New York: Appleton-Century-Crofts.
38. Gronn, P. C. (1993). Bewitching the led: Hodgkinson on leadership. Journal of Educational Administration & Foundations, 8(1), 29-45.
39. Gronn, P. C. (1994). The elixir of leadership. In F. Crowther, B. J. Caldwell, J. D. Chapman, G. Lakomski, & D. Oglivie (Eds.), The workplace in education (pp. 259-266). Melbourne: Australian Council for Educational Administration.
40. Gronn, P. C. (1995). Greatness revisited: The current obsession with transformational leadership. Leading & Managing, 1(1), 14-28.
41. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. London: Sage.
42. Habermas, J. (1972). Knowledge and human interests. London: Heinemann.
43. Hallinger, P. (1992). The evolving role of American principals: From managerial to instructional to transformational leaders. Journal of Educational Administration, 30(3), 35-49.
44. Hallinger, P., & Murphy, J. (1992). The evolving leadership role of the principal: International perspectives. Special issue, Journal of Educational Administration, 30(3), 3-88.
45. Halpin, A. W. (1957). A paradigm for research on administrator training. In R. F. Campbell & R. T. Gregg (Eds.), Administrative behavior in education. New York: Harper & Row.
46. Hanson, N. R. (1958). Patterns of discovery. Cambridge: Cambridge University Press.
47. Hodgkinson, C. (1978). Towards a philosophy of administration. Oxford: Basil Blackwell.
48. Hodgkinson, C. (1983). The philosophy of leadership. Oxford: Basil Blackwell.
49. Hodgkinson, C. (1991). Educational leadership: The moral art. Albany: SUNY Press.
50. Hoy, W. K., & Miskel, C. G. (1991). Educational administration: Theory, research, and practice (4th ed.). New York: Random House.
51. Hunt, J. G. (1991). Leadership: A new synthesis. Newbury Park, CA: Sage.
52. Keeves, J. P. (Ed.) (1988). Educational research, methodology, and measurement: An international handbook. Oxford: Pergamon Press.
53. Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.
54. Lakomski, G. (Ed.) (1991a). Beyond paradigms: Coherentism and holism in educational research. Special issue, International Journal of Educational Research, 15(6).
55. Lakomski, G. (1991b). Policy analysis: Practical reason or empirical science? International Journal of Educational Research, 15(6), 537-551.
56. Lather, P. (1991). Getting smart: Feminist research and pedagogy within the postmodern. New York: Routledge.
57. Leithwood, K. (1992). The move toward transformational leadership. Educational Leadership, 49(5), 8-12.
58. Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498-518.
59. Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness & Improvement, 1(4), 249-280.
60. Leithwood, K., & Steinbach, R. (1995). Expert problem solving: Evidence from school and district leaders. Albany: SUNY Press.
61. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
62. Lycan, W. G. (1988). Judgement and Justification. Cambridge: Cambridge University Press.
63. Lycan, W. G. (Ed.) (1990). Mind and cognition: A reader. Oxford. Basil Blackwell.
64. MacGregor Burns, J. (1978). Leadership. New York: Harper & Row.
65. McKinney, J. R., & Garrison, J. W. (1994). Postmodernism and educational leadership: The new and improved panopticon. In S. J. Maxcy (Ed.), Postmodern school leadership: Meeting the crisis in educational administration. Westport, CT: Praeger.
66. Maxcy, S. J. (1991). Educational leadership: A critical pragmatic perspective. New York: Bergin & Garvey.
67. Maxcy, S. J. (Ed.) (1994). Postmodern school leadership: Meeting the crisis in educational administration. Westport, CT: Praeger.
68. Murphy, J., & Hallinger, P. (1992). The principalship in an era of transformation. Journal of Educational Administration, 30(3), 77-88.
69. Popper, K. R. (1950). Indeterminism in quantum physics and in classical physics: Part II. British Journal for the Philosophy of Science, 1(3), 179-188.
70. Quine, W. V. (1951). Two dogmas of empiricism. Philosophical Review, 60, 20-43.
71. Quine, W. V. (1960). Word and object. Cambridge, MA: MIT Press.
72. Quine, W. V. (1969). Epistemology naturalised. In W. V. Quine (Ed.), Ontological relativity and other essays. New York: Columbia University Press.
73. Rorty, R. (1980). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.
74. Rorty, R. (1991). Objectivity, relativism, and truth: Philosophical papers (Vol. 1). Cambridge: Cambridge University Press.
75. Rorty, R. (1992). We anti-representationalists. Radical Philosophy, 60(Spring), 40-42.
76. Rowan, B. (1990). Commitment and control: Alternative strategies for the organizational design of schools. In Review of Research in Education, 16, 353-392.
77. Rumelhart, D. E., & McClelland, J. L. (Eds.) (1986). Parallel distributed processing (Vols. 1 & 2). Cambridge, MA: MIT Press.
78. Scheurich, J. J. (1994). Social relativism: A postmodernist epistemology for educational administration. In S. J. Maxcy (Ed.), Postmodern school leadership: Meeting the crisis in educational administration. Westport, CT: Praeger.
79. Sejnowski, T. J., Koch, C., & Churchland, P. S. (1988). Computational neuroscience. Science, 241, 1299-1306.
80. Sellars, W. (1963). Science, perception, and reality. New York: Routledge & Kegan Paul.
81. Sergiovanni, T. J., & Corbally, J. E. (Eds.) (1984). Leadership and organizational culture. Urbana: University of Illinois Press.
82. Simon, H. A. (1976). Administrative behavior (3rd. ed.). New York: Free Press.
83. Simon, H. A. (1982). Models of bounded rationality (Vols. 1 & 2). Cambridge, MA: MIT Press.
84. Walker, J. C., & Evers, C. W. (1994). Research in education: Philosophical issues. In T. Husen & N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed.). Oxford: Pergamon Press.
85. Williams, M. (1977). Groundless belief. Oxford: Basil Blackwell.