Fenwick W. English is the R. Wendell Eaves Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. He is a former public superintendent of schools, middle school principal, classroom teacher, and author or co-author of more than twenty books in educational leadership.Gail C. Furman is professor and program coordinator of the Educational Leadership Program at Washington State University and a past president of the University Council for Educational Administration. She has published numerous books and articles on her research emphases—moral leadership, community, and ecojustice.

As a new wave of logical positivism gains momentum in the United States educational system, it is important to reflect on the lessons of history and to understand contemporary critiques of how 'scientific' research can—and cannot—inform educators’ work in schools. The chapters in this book span an impressive array of perspectives and will help researchers and practitioners alike realize the limitations and strengths of scientific research on educational leadership.

• Chapter 1 ForewordChapter 2 IntroductionChapter 3 The NRC's Scientific Research in Education: It Isn't Even Wrong!Chapter 4 Scientific Research in Education: Implications for Culturally Sensitive Research Frameworks in Educational LeadershipChapter 5 The Political Paradoxes of Scientific Research in EducationChapter 6 "Scientific" Research and the New Narrative for Educational LeadershipChapter 7 What's a Researcher to Do? Insights for "Post-Anything" ResearchersChapter 8 Standards for Research(er) Integrity in Educational Leadership: Implications for Current and Future ResearchersChapter 9 Research on Educational Leadership: Knowledge We Need for the World We Live In

Fenwick W. English is the R. Wendell Eaves Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. He is a former public superintendent of schools, middle school principal, classroom teacher, and author or co-author of more than twenty books in educational leadership.Gail C. Furman is professor and program coordinator of the Educational Leadership Program at Washington State University and a past president of the University Council for Educational Administration. She has published numerous books and articles on her research emphases—moral leadership, community, and ecojustice.

As a new wave of logical positivism gains momentum in the United States educational system, it is important to reflect on the lessons of history and to understand contemporary critiques of how 'scientific' research can—and cannot—inform educators’ work in schools. The chapters in this book span an impressive array of perspectives and will help researchers and practitioners alike realize the limitations and strengths of scientific research on educational leadership.

• Chapter 1 ForewordChapter 2 IntroductionChapter 3 The NRC's Scientific Research in Education: It Isn't Even Wrong!Chapter 4 Scientific Research in Education: Implications for Culturally Sensitive Research Frameworks in Educational LeadershipChapter 5 The Political Paradoxes of Scientific Research in EducationChapter 6 "Scientific" Research and the New Narrative for Educational LeadershipChapter 7 What's a Researcher to Do? Insights for "Post-Anything" ResearchersChapter 8 Standards for Research(er) Integrity in Educational Leadership: Implications for Current and Future ResearchersChapter 9 Research on Educational Leadership: Knowledge We Need for the World We Live In

Fenwick W. English is the R. Wendell Eaves Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. He is a former public superintendent of schools, middle school principal, classroom teacher, and author or co-author of more than twenty books in educational leadership.Gail C. Furman is professor and program coordinator of the Educational Leadership Program at Washington State University and a past president of the University Council for Educational Administration. She has published numerous books and articles on her research emphases—moral leadership, community, and ecojustice.

As a new wave of logical positivism gains momentum in the United States educational system, it is important to reflect on the lessons of history and to understand contemporary critiques of how 'scientific' research can—and cannot—inform educators’ work in schools. The chapters in this book span an impressive array of perspectives and will help researchers and practitioners alike realize the limitations and strengths of scientific research on educational leadership.

• Chapter 1 ForewordChapter 2 IntroductionChapter 3 The NRC's Scientific Research in Education: It Isn't Even Wrong!Chapter 4 Scientific Research in Education: Implications for Culturally Sensitive Research Frameworks in Educational LeadershipChapter 5 The Political Paradoxes of Scientific Research in EducationChapter 6 "Scientific" Research and the New Narrative for Educational LeadershipChapter 7 What's a Researcher to Do? Insights for "Post-Anything" ResearchersChapter 8 Standards for Research(er) Integrity in Educational Leadership: Implications for Current and Future ResearchersChapter 9 Research on Educational Leadership: Knowledge We Need for the World We Live In