Literaturnachweis - Detailanzeige
| Autor/in | English, Fenwick W. |
|---|---|
| Titel | A Typology of Metanarratives in Educational Leadership. |
| Quelle | (1993), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Curriculum Development; Educational Administration; Educational Philosophy; Educational Theories; Elementary Secondary Education; Foundations of Education; Organizational Theories; Social Theories |
| Abstract | This paper examines a typology of metanarratives in educational administration. "Metanarratives" represent "a global, overarching, encompassing set of rules that tell us...the necessary and sufficient conditions for the constructs we use and how to use them." From this perspective, logical positivism is considered one of the many metanarratives used in educational administration. Other metanarratives are also presented and are representationally classified with archetypical works illustrative of a common set of constructs and measurements. The typology seeks to create a basis for constructing a curriculum for the doctorate in educational administration at the University of Kentucky. Educational administration's traditional view, based on the two dominant metanarratives of behaviorism and structuralism, is argued to be inadequate because it produced few reliable, predictive studies; it refused to recognize the importance of "nonlabels"; and it has become increasingly isolated from the emerging mainstream movements that at one time supported its two dominant theoretical metanarratives. Two diagrams are included. (Contains 57 references.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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