Encyclopedia of Educational Philosophy and Theory

2017 Edition
| Editors: Michael A. Peters

Leadership Research and Practice: Competing Conceptions of Theory

  • Robert Donmoyer
Reference work entry
DOI: https://doi.org/10.1007/978-981-287-588-4_250



A specialized knowledge base is a prerequisite for human enterprises to be considered professions and for the individuals associated with particular professions to be called professionals. Professionals are presumed to know things – and, consequently, be able to do things – that ordinary people do not know and are unable to do. So, if we need someone to design a bridge, we turn to an engineer who has scientific knowledge applicable to bridge building, and if we require surgery, we go to a physician steeped in the findings of medical science.

It is hardly surprising, therefore, that those involved with the enterprise of education have expected social scientists to generate specialized knowledge about various aspects of educational practice. Once generated, such knowledge presumably can be disseminated in university programs designed to transform ordinary individuals into teachers,...

This is a preview of subscription content, log in to check access.


  1. Bates, R. (1982). Toward a critical practice of educational administration. Paper presented at the annual meeting of the American Educational Research Association, New York.Google Scholar
  2. Donmoyer, R. (1990). Generalizability and the single case study. In E. Eisner & A. Peshkin (Eds.), Qualitative research in education. New York: Teachers College Press.Google Scholar
  3. Dray, W. (1966, c1957). Law and explanation in history. Oxford: Oxford University Press.Google Scholar
  4. Foster, W. (1986). Paradigms and promises: New approaches to educational administration. Buffalo: Prometheus.Google Scholar
  5. Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.Google Scholar
  6. Greenfield, T., & Ribbens, P. (Eds.). (1993). Greenfield on educational administration. London: Routledge.Google Scholar
  7. Habermas, J. (1968). Knowledge and human interest. Boston: Beacon.Google Scholar
  8. Lakomski, G., & Evers, C. W. (2001). Introduction. Journal of Educational Administration, 39(6), 495–498.Google Scholar
  9. National Research Council. (2002). Scientific research in education. Washington, DC: National Academy Press.Google Scholar
  10. Thorndike, E. (1910). The contribution of psychology to education. Journal of Educational Psychology, 1(1), 5–12.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.The University of San DiegoSan DiegoUSA