Principles of Reform and Reforming Principal Training: A Theoretical Perspective

Lars G. Bjork, Rick Ginsberg

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


This article examines reform debates in educational administration training programs using a theoretical framework derived from Thomas Kuhn 's notion of paradigm. Most educational administration training programs in the United States are characterized as hybrid/preparadigm departments, unlikely to undertake fundamental changes. Based on an example of a collaborative school leadership preparation program, it is argued that true restructuring as called for in the American reform debates is most likely in developing or emerging settings. Based on the assumption that fundamental reconceptualization of educational administration training is necessary today, the article derives implications from the theoretical argument for means to actualize the kinds of changes depicted by reformers critical of current training.

Original languageEnglish
Pages (from-to)11-37
Number of pages27
JournalEducational Administration Quarterly
Issue number1
StatePublished - Feb 1995

ASJC Scopus subject areas

  • Education
  • Public Administration


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