Paradigms: How Far Does Research in Distributed Leadership "Stretch"?

Autor/in	Hartley, David
Titel	Paradigms: How Far Does Research in Distributed Leadership "Stretch"?
Quelle	In: Educational Management Administration & Leadership, 38 (2010) 3, S.271-285 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143209359716
Schlagwörter	Models; Instructional Leadership; Power Structure; Participative Decision Making; Educational Research; Social Science Research; Social Theories + Suchen Sie Ihr Suchwort? Analogiemodell; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsforschung; Pädagogische Forschung; Social scientific research; Sozialwissenschaftliche Forschung; Gesellschaftstheorie
Abstract	Burrell and Morgan's widely-cited "Sociological Paradigms and Organizational Analysis" is applied here to research on distributed leadership in education. Nearly all of the extant research is regulatory, not radical; and the evidence which it has generated falls broadly within the paradigm of interpretivism. Few studies have generated the "scientific" instrumental knowledge which would place them within the paradigm of functionalism. Even fewer studies fit the paradigms of radical humanism and radical structuralism. In passing, Burrell and Morgan's typology is compared to Ribbins and Gunter's knowledge provinces and groups within school leadership studies. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10