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- Author: Colin William Evers
- Publisher: Pergamon
- ISBN-10: 0080433510
- ISBN-13: 9780080433516
- Format: 15.6 x 23.4 x 1.3 cm, hardcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
"Doing Educational Administration" is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, "Knowing Educational Administration", established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in "Exploring Educational Administration", where the authors' theories were considered in an applied context. In this, the third and final volume, the authors conclude their presentation of their post-positivist theory by demonstrating how their account of knowledge and cognition shapes the content and structure of administrative practice. Built around a set of basic issues in the practice of educational administration where the role of condition is of primary importance, Evers and Lakomski produce a comprehensive and persuasive applied theory of administrative practice.
EXTRA 10 % discount with code: EXTRA
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- Author: Colin William Evers
- Publisher: Pergamon
- ISBN-10: 0080433510
- ISBN-13: 9780080433516
- Format: 15.6 x 23.4 x 1.3 cm, hardcover
- Language: English English
"Doing Educational Administration" is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, "Knowing Educational Administration", established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in "Exploring Educational Administration", where the authors' theories were considered in an applied context. In this, the third and final volume, the authors conclude their presentation of their post-positivist theory by demonstrating how their account of knowledge and cognition shapes the content and structure of administrative practice. Built around a set of basic issues in the practice of educational administration where the role of condition is of primary importance, Evers and Lakomski produce a comprehensive and persuasive applied theory of administrative practice.
Reviews