Examining the Intersection of Leadership Practice,Administrator Preparation,and Research Methods Training: An Initial Dialogue—Special Issue Introduction

Anderson G. L. Herr K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12-40.

Ball C. T. Pelco L. E. (2006). Teaching research methods to undergraduate psychology students using an active cooperative learning approach. International Journal of Teaching & Learning in Higher Education, 17, 147-154.

Berliner D. C. (2002). Comment: Educational research: The hardest science of all. Educational Researcher, 31(8), 18-20.

Bowers A. J. (2016). Quantitative research methods training in educational leadership and administration preparation programs as disciplined inquiry for building school improvement capacity. Journal of Research on Leadership Education, 12, 72-96. doi:10.1177/1942775116659462

Bruno J. E. Fox J. N. (1973). Quantitative analysis in educational administrator preparation programs. Columbus, OH: The ERIC Clearinghouse on Educational Management, University Council for Educational Administration.

Cochran-Smith M. Lytle S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York, NY: Teachers College Press.

Coleman M. Lumby J. (1999). The significance of site-based practitioner-research in educational management. In Middlewood D. Coleman M. Lumby J. (Eds.), Practitioner research in education: Making a difference (pp. 1-21). London, England: SAGE.

Early M. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19(3), 242-253.

Hardcastle D. A. Bisman C. D. (2003). Innovations in teaching social work research. Social Work Education, 22(1), 31-43.

Jacobson S. L. Cypress A. (2012). Important shifts in curriculum of educational leadership programs. Journal of Research on Leadership Education, 7, 217-236.

Knapp M. S. (2016). The practice of designing qualitative research on educational leadership: Notes for emerging scholars and practitioner-scholars. Journal of Research on Leadership Education, 12, 26-50. doi:10.1177/1942775116647365

Lochmiller C. R. Lester J. N. (2016). Conceptualizing practitioner-scholarship for educational leadership research and practice. Journal of Research on Leadership Education, 12, 3-25. doi:10.1177/1942775116668525

Malen B. (2016). Enriching the preparation of education researchers and practitioner-scholars: Linking school district research priorities and university-based policy evaluation courses. Journal of Research on Leadership Education, 12, 97-115. doi:10.1177/1942775116663712

Osterman K. Furman G. Sernak K. (2014). Action research in EdD programs in educational leadership. Journal of Research on Leadership Education, 9, 85-105.

Ravitch S. M. (2014). The transformative power of taking an inquiry stance on practice: Practitioner-research as narrative and counter-narrative. Perspectives on Urban Education, 11(1), 5-10.

Riehl C. Firestone W. A. (2005). What research methods should be used to study educational leadership? In Riehl C. Firestone W. A. (Eds.), A new agenda for research in educational leadership (pp. 156-170). New York, NY: Teachers College Press.

Shulman L. S. Golde C. M. Bueschel A. C. Garabedian K. J. (2006). Reclaiming education’s doctorates: A critique and a proposal. Educational Researcher, 35(3), 25-32.

Slayton J. Samkian A. (2016). Scaffolding learning for practitioner-scholars: The philosophy and design of a qualitative research methods course. Journal of Research on Leadership Education, 12, 51-71. doi:10.1177/1942775116663713