"Research and Educational Leadership" is the first book to directly address the implications of the National Research Council's (NRC's) "Scientific Research in Education" (2002) in the fields of educational leadership and school administration. This text points out the strengths and weaknesses of the NRC's recommendations and specifically identifies areas that are not likely to lead to either theoretical or practical advances in practice or new knowledge if the NRC's guidelines become dominant in determining the value of research. This book is an invaluable tool in rethinking how research is conducted in educational leadership and how public and private funding agencies should view research proposals for improving leadership practices in schools. It is also a key resource for teaching researchers to think more deeply about school leadership as they engage in dissertation research. Practitioners will also find the work an important reference in understanding what kinds of research are likely to promote improved comprehension of leadership practices and social justice. This book begins with a Foreword (Gary M. Crow) and an Introduction (Fenwick W. English and Gail C. Furman); and continues with the chapters: (1) The NRC's Scientific Research in Education: It Isn't Even Wrong! (Fenwick W. English); (2) Scientific Research in Education: Implications for Culturally Sensitive Research Frameworks in Educational Leadership (Linda C. Tillman); (3) The Political Paradoxes of Scientific Research in Education (Catherine A. Lugg and Carol F. Karpinski); (4) "Scientific" Research and the New Narrative for Educational Leadership (Gail C. Furman); (5) What's a Researcher to Do? Insights for "Post-Anything" Researchers (Carolyn M. Shields); (6) Standards for Research(er) Integrity in Educational Leadership: Implications for Current and Future Researchers (Michelle D. Young and Margaret Terry Orr); and (7) Research on Educational Leadership: Knowledge We Need for the World We Live In (Carolyn Riehl).