Changes in the field of educational administration in the United States from 1967 to 1996 have been viewed previously as paradigm shifts or historical changes. In this paper the authors argue that these changes are best viewed as revitalization movements. Revitalization movements are deliberate attempts by individuals and groups to create a more satisfying culture: such movements move through a series of stages. Using historical materials from the period 1967 to 1996, the stages are examined. It is suggested that revitalization stages not only best explain changes in the field of educational administration but also suggest important consequences about the shape of the field.
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