國立虎尾科技大學 |

Educational Leadership Relationally = A Theory and Methodology for Educational Leadership, Management and Administration /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Educational Leadership Relationally/ by Scott Eacott.
Reminder of title:	A Theory and Methodology for Educational Leadership, Management and Administration /
Author:	Eacott, Scott.
Description:	XIV, 152 p.online resource. :
Contained By:	Springer Nature eBook
Subject:	Education. -
Online resource:	https://doi.org/10.1007/978-94-6209-911-1
ISBN:	9789462099111

Educational Leadership Relationally = A Theory and Methodology for Educational Leadership, Management and Administration /
Eacott, Scott.

Educational Leadership RelationallyA Theory and Methodology for Educational Leadership, Management and Administration /[electronic resource] :by Scott Eacott. - 1st ed. 2015. - XIV, 152 p.online resource.

Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring and doing educational administration – there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski’s natural coherentism and Richard Bates’ Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ‘leadership’; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive – rather than merely critical – space to theorise educational leadership, management and administration.

ISBN: 9789462099111

Standard No.: 10.1007/978-94-6209-911-1doiSubjects--Topical Terms:

555912
Education.

LC Class. No.: L1-991

Dewey Class. No.: 370

Educational Leadership Relationally = A Theory and Methodology for Educational Leadership, Management and Administration /
LDR:03182nam a22003495i 4500 001 966665
003 DE-He213
005 20200919071352.0
007 cr nn 008mamaa
008 201211s2015 ne | s |||| 0|eng d
020 $a 9789462099111 $9 978-94-6209-911-1
024 7 $a 10.1007/978-94-6209-911-1 $2 doi
035 $a 978-94-6209-911-1
050 4 $a L1-991
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 370 $2 23
100 1 $a Eacott, Scott. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 885891
245 1 0 $a Educational Leadership Relationally $h [electronic resource] : $b A Theory and Methodology for Educational Leadership, Management and Administration / $c by Scott Eacott.
250 $a 1st ed. 2015.
264 1 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2015.
300 $a XIV, 152 p. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
520 $a Educational leadership, management and administration has a rich history of epistemological and ontological dialogue and debate. However in recent times, at least since the publication of Colin Evers and Gabriele Lakomski’s trilogy – knowing, exploring and doing educational administration – there has been a distinct dearth. Educational Leadership Relationally explicitly returns matters of epistemology and ontology to the centre of the discussion. Through a sustained and rigorous engagement with contemporary thought and analysis, Scott Eacott articulates and defends a relational approach to scholarship in educational leadership, management and administration. Eacott belongs to a group of scholars in educational administration who could be called meta-sociologist. This group blends sociology, historical revisionism, managerial theories and general philosophy to emphasise the relevance of sociological analysis in the field of educational administration. Proposing a relational turn, Eacott outlines a methodological agenda for constructing an alternative approach to educational leadership, management and administration scholarship that might be persuasive beyond the critical frontier. The relational research programme is arguably the most ambitious agenda in educational leadership, management and administration coming out of Australia since Colin Evers and Gabriele Lakomski’s natural coherentism and Richard Bates’ Critical Theory of Educational Administration. As a research agenda, it engages with: the centrality of administration in constructions of the social world; the legitimation of popular labels such as ‘leadership’; the inexhaustible and inseparable grounding of administrative labour in time and space; and overcomes contemporary tensions of individualism/collectivism and structure/agency to provide a productive – rather than merely critical – space to theorise educational leadership, management and administration.
650 0 $a Education. $3 555912
650 1 4 $a Education, general. $3 1068901
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-94-6209-911-1
912 $a ZDB-2-SHU
912 $a ZDB-2-SXED
950 $a Humanities, Social Sciences and Law (SpringerNature-11648)
950 $a Education (R0) (SpringerNature-43721)