ERIC Number: ED332337
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
The Effects of Applying Alternative Research Methods to Educational Administration Theory and Practice.
Ways in which the application of positivistic, phenomenological, ethnomethodological, and critical theories affect educational administration theory and practice are explored in this paper. A review of literature concludes that positivism separates practice from abstract theory; phenomenology offers a different view of reality; ethnomethodology is based on the consensus of school community members and recognition of contextual influences on action; and critical theory can generate a dynamic self-reflection process. Positivism views the school administrator as an agent of the social order; phenomenology, as a negotiator; ethnomethodology, as a collaborative leader; and critical theory, as a facilitator for the fulfillment of others' human potential. A conclusion is that there are limitations to each paradigm, yet each offers a new richness of interpretation for educational administration research, theory, and practice. Two tables outline the theoretical premises and implications for practice of each perspective. (53 references) (LMI)
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Empiricism; Ethnomethodology; Positivism
Note: Tables may not reproduce adequately in paper copy.