Reconceptualizing research and scholarship in educational administration: Learning to know, knowing to do, doing to learn

Carolyn Riehl, Colleen Larson, Paula M. Short, Ulrich C. Reitzug

Research output: Contribution to journalArticle

Abstract

In this article, the authors explore common and emerging conceptions of what constitutes knowledge in educational administration, how knowledge relates to practice, and how individuals in universities and schools can engage in a particular kind of knowledge work - research. The authors suggest that a fully articulated perspective on research in educational administration might characterize research as occupying a multidimensional space delineated along three dimensions: why the research is done, who conducts the research, and how the research is done. Productive, interesting, and generative research can be situated anywhere on these dimensions, and five principles can be used to guide various forms of research. The implication is that although currently the field of educational administration encompasses two communities of practice, we should strive toward becoming one community of scholars. The authors discuss how doctoral programs might develop students for this community of scholars and provide a case example from one university.

Original languageEnglish (US)
Pages (from-to)391-427
Number of pages37
JournalEducational Administration Quarterly
Volume36
Issue number3
StatePublished - Aug 2000

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ASJC Scopus subject areas

  • Education
  • Public Administration

Cite this

Reconceptualizing research and scholarship in educational administration : Learning to know, knowing to do, doing to learn. / Riehl, Carolyn; Larson, Colleen; Short, Paula M.; Reitzug, Ulrich C.

In: Educational Administration Quarterly, Vol. 36, No. 3, 08.2000, p. 391-427.

Research output: Contribution to journalArticle

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