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.
"This work compares importantly with that of other path-breaking studies in educational administration, such as those by Foster, Bates, Greenfield, and Hodgkinson. .[It] is a strong foundation for much needed research applications to the lifeworld of management-research that throws a new light on possibilities of leadership practice." -Max van Manen, Univerity of Alberta