 New Foundations for Knowledge in Educational Administration, Policy, and Politics: Science and Sensationalismreviewed by Jean A. Patterson - March 05, 2007  Title: New Foundations for Knowledge in Educational Administration, Policy, and Politics: Science and Sensationalism Author(s): Douglas E. Mitchell (Ed.) Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ ISBN: 0805854320 , Pages: 288, Year: 2006 Search for book at Amazon.com In this edited book, Douglas Mitchell and his esteemed contributors have undertaken an ambitious task in attempting to address the enduring topic of what counts as knowledge in educational administration, policy, and politics. The book’s chapters address fundamental questions and tensions that have arisen in recent years with the explosion of theoretical frameworks and research methodologies. A number of issues and tensions tend to recur throughout the book. One is the belief that the state of knowledge in the field of educational administration is in trouble due to a fragmented and weak knowledge base. In addition to issues related to knowledge claims, another is the need to make scholarship in the discipline more relevant to practitioners, policymakers, and the public. Additionally, in this age of theoretical and methodological proliferation, assessing the quality and rigor of research studies is more difficult. Applying objective standards of verification are not always appropriate, yet... (preview truncated at 150 words.) To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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