Although We Don't Know for Sure What It Is, Our Views of the Knowledge Base Are Far Too Limited.

Autor/in	Achilles, C. M.
Titel	Although We Don't Know for Sure What It Is, Our Views of the Knowledge Base Are Far Too Limited.
Quelle	(1991), (25 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Administrator Education; Cognitive Development; Educational Administration; Elementary Secondary Education; Higher Education; Management Development; Professional Development; Research Utilization; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungsumsetzung; Theorie-Praxis-Beziehung
Abstract	Issues in the educational administration knowledge base are discussed in this paper, with attention to its definition, extent, and usefulness. The discussion is based on the premises that the knowledge base lacks: (1) organization; (2) definition and applicability; and (3) comprehensiveness and usefulness. Other hindrances to developing a comprehensive knowledge base include the fragmented organization of educational administration departments and poor research quality. A blend of quantitative and qualitative approaches is suggested as the method of inquiry for educational administration. It is concluded that educational administration programs should have a strong knowledge base, and that this knowledge base should consist of a triad of elements: content (what); context/delivery (how); and an ethical/moral dimension (why). One table and four figures are included. The appendix summarizes concerns about research and the knowledge base in educational administration. (45 references) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01