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Educational Administration Quarterly
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Reconceptualizing Research and Scholarship in Educational Administration: Learning to Know, Knowing to Do, Doing to Learn

Carolyn Riehl

Colleen L. Larson

Paula M. Short

Ulrich C. Reitzug

In this article, the authors explore common and emerging conceptions of what consti-tutes knowledge in educational administration, how knowledge relates to practice, and how individuals in universities and schools can engage in a particular kind of knowledge work—research. The authors suggest that a fully articulated perspective on research in educational administration might characterize research as occupying a multidimen-sional space delineated along three dimensions: why the research is done, who conducts the research, and how the research is done. Productive, interesting, and generative research can be situated anywhere on these dimensions, and five principles can be used to guide various forms of research. The implication is that although currently the field of educational administration encompasses two communities of practice, we should strive toward becoming one community of scholars. The authors discuss how doctoral pro -grams might develop students for this community of scholars and provide a case example from one university.

Educational Administration Quarterly, Vol. 36, No. 3, 391-427 (2000)
DOI: 10.1177/00131610021969047
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