TY - JOUR
T1 - Knowledge generation in educational administration from the inside out
T2 - The promise and perils of site-based, administrator research
AU - Anderson, Gary L.
AU - Jones, Franklin
N1 - Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2000/8
Y1 - 2000/8
N2 - This article is part of an American Educational Resource Association Division A task force focus on how to improve the research base and knowledge production in educational administration. It represents an exploratory study of the potential for educational administrators to generate knowledge out of their own practice settings. The database consists of published articles, dissertation abstracts, and interviews with administrator researchers. The study describes the various topics they studied, the methods they used, and the practical, epistemological, and political dilemmas they encountered. Unlike the traditional notion of a knowledge base that is created by formal researchers and then disseminated to practice settings, the authors argue that insider research is both created and used in the same setting and therefore represents a powerful lever for personal, professional, and organizational transformation. A discussion is provided on the use of both outsider and insider research and how together they can contribute to a rethinking of the notion of a knowledge base in educational administration.
AB - This article is part of an American Educational Resource Association Division A task force focus on how to improve the research base and knowledge production in educational administration. It represents an exploratory study of the potential for educational administrators to generate knowledge out of their own practice settings. The database consists of published articles, dissertation abstracts, and interviews with administrator researchers. The study describes the various topics they studied, the methods they used, and the practical, epistemological, and political dilemmas they encountered. Unlike the traditional notion of a knowledge base that is created by formal researchers and then disseminated to practice settings, the authors argue that insider research is both created and used in the same setting and therefore represents a powerful lever for personal, professional, and organizational transformation. A discussion is provided on the use of both outsider and insider research and how together they can contribute to a rethinking of the notion of a knowledge base in educational administration.
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U2 - 10.1177/00131610021969056
DO - 10.1177/00131610021969056
M3 - Article
AN - SCOPUS:0039381937
VL - 36
SP - 428
EP - 464
JO - Educational Administration Quarterly
JF - Educational Administration Quarterly
SN - 0013-161X
IS - 3
ER -