The Postmodern Challenge to the Theory and Practice of Educational Administration
Based on nearly a decade of scholarship, this is a highly focused book on the implications of postmodernism for the construction and assessment of theory and practice in educational administration. Current ideas of practice are deconstructed, from the notions of sound research to the use of national standards in the preparation of educational leaders along with ways of examining and resolving the theory-practice gap. Part One of the book contains chapters dealing with the rise of postmodernism and describes its broad-based dissent from a century of thought in the field, including a penetrating examination of whether the concept of a field itself is viable. Part Two of the book explores the many ramifications of postmodernism to practice, beginning with ideas concerning educational research. These chapters tackle the tough issues of the efficacy of the Interstate Leaders Licensure Standards (ISLLC) and the national exam as examples of job deskilling and deprofessionalization in the guise of raising standards of preparation of future educational leaders. Other chapters deal with deconstructing the popular managerial ideas contained in Stephen Covey's works and dispute Joe Murphy's call for a new center of gravity in the field as reinforcing the status quo. Finally, the book tackles the issue of the theory-practice gap and indicates that new and progressive theories which anticipate problems of practice are what is required to deal with this persistent issue. The book contains many helpful exhibits in understanding the issues concerning theory and practice, as well as a glossary of terms most commonly found in postmodern discourse. This book is designed for college and university programs engaged in the preparation of educational leaders for ele-mentary/secondary schools and college administrative positions.
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THE POSTMODERN CHALLENGE TO THE THEORY AND PRACTICE OF EDUCATIONAL ...
Limited preview - 2003
agenda alternatives approach assumptions believe binary called claims coherentism concept construction context Covey Covey’s create critical Culbertson deconstruction defined discourse Doctrine and Covenants dominant educa educational admin educational administration embedded empirical engage epistemological ernistic fact field Foucault foundation grand narrative Greenfield and Ribbons Habits hegemonic human idea ISLLC standards King Follett Discourse knowledge base Kuhn Lakatos language Lawrence-Lightfoot and Hoffman-Davis licensure line of demarcation linguistic literature logic meaning metanarrative metaphor method modernistic monism moral Mormon Murphy Murphy’s na´ve realism narrative normal science notion objective science observation organization organizational paradigm shift perspective political portraitist portraiture position positivism postmodernism postmodernist practice problem professional rational reality rejected research program school administrators school improvement scientific scientific management singular teleology theoretical theory tion tional administration tive traditional trait theory true truth universal Usher and Edwards