As a new wave of logical positivism gains momentum in the United States educational system, it is important to reflect on the lessons of history and to understand contemporary critiques of how 'scientific' research can—and cannot—inform educators’ work in schools. The chapters in this book span an impressive array of perspectives and will help researchers and practitioners alike realize the limitations and strengths of scientific research on educational leadership.
Jeffrey Brooks, Florida State University Amid criticisms that research in educational leadership has lacked rigor and practicality, this book clearly and evocatively demonstrates that this complex area of inquiry involves more than merely determining what, for example, is the best reading program to be employed in a given school or class. Rather, by acknowledging that the study of educational leadership involves the full range of human art and inquiry, including, but not limited to, theory, philosophy, law, and curriculum, to name a few, the authors challenge educational researchers (and consumers) to come to grips with some of the quintessential questions that vex the professional lives of academicians and practitioners who are interested in improving the quality of leadership for our schools.
Charles J. Russo, Ed.D., J.D., Panzer Chair in Education, University of Dayton The seven chapters raise a number of pertinent issues about relevance and rigor that deserve the attention of all researchers...Highly recommended.
CHOICE
I commend each of the authors in this book for stimulating the dialogue in our profession on the relevance and rigor of educational research. They all have contributed to that continuing purpose of UCEA to inform and improve research that benefits all students, families, and educators.
Gary M. Crow, UCEA Executive Committee member and chair of the Department of Educational Leadership and Policy, University of Utah