ABSTRACT
Using an innovative research strategy including empirical, interpretive, and narrative strands, Rod Evans reorients studies of educational administration that have been dominated by organizational theory originating in the world of industry and commerce. Building on a foundation of pedagogical and phenomenological inquiry, he examines administrators’ concrete, lived experience, or “lifeworld practice.” In reconstituting educational administration as pedagogical practice, Evans draws conclusions with profound implications for schools and administrators of every stripe.
