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This is a book about research in educational leadership and school administration. It was sparked by the 2002 release of the publication Scientific Research in Education by the National Research Council (NRC) co-edited by Richard Shavelson and Lisa Towne.

Scientific Research in Education provoked unusual interest about research in education in general, and research methods in education specifically, leading to lively and sometimes hearted debate in the national education research community. Such dialogue occurred largely, though not exclusively, at American Education Research Association (AERA) and for professors of educational leadership, at University Council for Educational Administration (UCEA).
 
 
Written for professors of school administration, Preparing School Leaders: Define a Research and Action Agenda provides an overview of the three key dimensions of leadership preparation in school administration: the history of how we arrived at where we are, a critical analysis of the current state of affairs,and an agenda for improvement.
 
 
This book, the product of the task force on research co-sponsored by the American Educational Research Association Division A and the University Council for Educational Administration, sets an ambitious agenda for research in Educational leadership. Prominent scholars cover a broad range of topics.
 
 
The Authors present results of their comprehensive study of educational leadership that describes who faculty are, how they use their time, what they believe, and the nature of the units in which they work. The data, collected across three decades, is also compared with information on faculty across disciplines.
 
 
The culmination of a unique collaborative research process, involving a study of 54 principals and superintendents. Representing the latest effort from the UCEA to enhance the knowledge base in school leadership by gathering data from principals and superintendents nationwide regarding their perceptions of their work and the problems they face.
 
 
This work pulls together the narratives of seven professors in educational administration on their experiences in teaching ethics courses. While the Narrative reflects a diversity of traditions shaping interpretations of moral leadership, the authors situate them in their larger historical and epistemological contexts.
 
 
The author cites recent unrest in the development of the profession of school administration as indicative of the need for a new center of gravity in the profession. Through critical analyses of developments in the field and efforts to reform, the author posits a new core for educational leadership.
 
 
Pathways takes the reader to the cultural dimension of the administrative decision-making process and singles out attributes of leadership that are critical to the task of institution building in formal organizations. Vulnerabilities of administrative power are considered in the context of Chester Barard's ideas of "moral creativeness" and "moral responsibility".