商品簡介
In this last volume of a trilogy presenting their post-positivist (but not postmodern) applied theory of educational administration, Evers (education, U. of Hong Kong) and Lakowski (education policy and management, U. of Melbourne) address the implications of cognitive science for practice, applications calling for a "naturalized" rather than empirical approach to leadership and the learning organization, and what constitutes coherent educational research. Rather than specific recommendations, they offer a general epistemological framework for understanding and conducting particular practices (which may frustrate some practitioners). The previous titles are Knowing Educational Administration and Exploring Educational Administration . Annotation c. Book News, Inc., Portland, OR (booknews.com)
