BibTex RIS Kaynak Göster

Issues in Theory Development and Practice in Educational Administration

Yıl 2006, Cilt: 47 Sayı: 47, 317 - 342, 01.08.2006

Kadir Beycioğlu Burhanettin Dönmez

Öz

Educational administration has become a scholarly field of study during the second half of the last century. During this period, the field was under the influences of theories of some other disciplines such as natural sciences and economics. This conceptual and theoretical study intends to have a close look at theoretical developments and practical issues in the field of educational administration with a critical examination of the meanings of theory, theory-practice relation, and theoretical movements which have effected theoretical developments in educational administration. A number of problems associated with theoretical development are discussed, and a number of questions are addressed for debate.

Anahtar Kelimeler

educational administration theory development theory and practice.

Kaynakça

  • Akbaba, S. (2001). Kaos ve yönetim. Kuram ve Uygulamada Eğitim Yönetimi, 7(28), 451-469.
  • Anderson, G. L., & Grinberg, J. (1998). Comparative educational administration: Developing a cross-cultural conceptual framework. Educational Administration Quarterly, 34(3), 329-353.
  • Aydın, M. (2000). Eğitim yönetimi. Ankara: Hatiboğlu Yayınları.
  • Bajunid, A. I. (1996). Preliminary explorations of indigenous perspectives of educational management. The evolving malaysian experince. Journal of Educational Administration, 34(5), 50-73.
  • Balcı, A. (1992). Eğitim örgütlerine yeni bakış açıları: Kuram-araştırma ilişkisi. Eğitim Bilimleri Fakültesi Dergisi, 25(1), 27-45.
  • Balcı, A. (2003). Eğitim örgütlerine yeni bakış açıları: Kuram-araştırma ilişkisi II. Kuram ve Uygulamada Eğitim Yönetimi, 9(33), 26-61.
  • Bursalıoğlu, Z. (1978). Eğitim yönetiminde teori ve uygulama. Ankara: Ankara Üniversitesi Eğitim Fakültesi Yayınları.
  • Bursalıoğlu, Z. (2000). Okul yönetiminde yeni yapı ve davranış. Ankara: Pegem A Yayıncılık.
  • Chapman, J. D., Sackney, L. E., & Aspin, D. N. (1999). Internationalization in educational administration: Policy and practice, theory and research. In J. Murphy, & K. S. Louis (Eds). Handbook of research on educational administration. San Fransisco: Jossey-Bass.
  • Chapman, D. W. (2000). Trends in educational administration in developing Asia. Educational Administration Quarterly, 36(2), 283-309.
  • Cheng, C., Y. (2004). Fostering local knowledge and human development in globalization of education. The International Journal of Educational Management, 18(1), 7-24.
  • Çalık, T. (1997). Eğitim yönetimi. Eğitim Bilimine Giriş. (Ed.: Leyla Küçükahmet). Ankara: Gazi Kitabevi.
  • Çelik, V. (1997). Eğitim yönetiminde kuramsal gelişmeler. Eğitim Yönetimi, 3(1), 31-43.
  • Dimmock, C., & Walker, A. (1998a). Towards comparative educational administration: Building the case for a cross-cultural school-based approach. Journal of Educational Administration, 36(4), 379-401.
  • Dimmock, C., & Walker, A. (1998b). Comparative educational administration: Developing a cross-cultural conceptual framework. Educational Administration Quarterly, 34(4), 558-595.
  • Donmoyer, R. (1999). The continuing quest for a knowledge base: 1976- 1998. In Murphy, J. & Louis K. S. (Eds). Handbook of Research on Educational Administration. San Fransisco: Jossey-Bass.
  • Donmoyer, R. (2001). Evers and Lakomski’s search for leadership’s Holly Grail (and the Intriguing Ideas They Encountered Along the Way). Journal of Educational Administration, 39(6), 554-572.
  • English, W. F. (1994). Theory in educational administration. NY: HarperCollins College Publishers.
  • English, W. F. (2001). What paradigm shift? An interrogation of Kuhn’s idea of normalcy in the research practice of educational administration. International Journal of Leadership in Education, 4(1), 29-38.
  • English, W. F. (2002). The point of scientificity, the fall of the epistemological dominos, and the end of the field of educational administration. Studies in Philosophy and Education, 21(2), 109-136.
  • Evers, C. W. (2000). Leading and learning in organizational context: A contribution from the cognitive science. International Journal of Leadership in Education, 3(3), 239-254.
  • Evers, C. W. (2003). Philosophical reflections on science in educational administration. International Studies in Educational Administration, 31(3), 29-41.
  • Evers, C. W., & Lakomski, G. (1994). Three dognmas: A rejoinder. Journal of Educational Administration, 32(4), 28-37.
  • Evers, C. W., & Lakomski, G. (2001a). Theory in educational administration: Naturalistic directions. Journal of Educational Administration, 39(6), 499-520.
  • Evers, C. W., & Lakomski, G. (2001b). The incomplete naturalist: Donald Willower on science and inquiry in educational administration. Journal of Educational Administration, 39(5), 442-454.
  • Foster, W. (1998). Editor’s foreword for the special issue: Postmodernism. Educational Administration Quarterly, 34(3), 294-297.
  • Ginsburg, B. M., & Gorostiaga, M. J. (2001). Relationships between theorists / researchers and policy makers / practitioners: Rethinking the Whole cultures thesis and the possibility of dialogue. Comparative Education Review, 45(2), 173-196.
  • Giroux, H. A. (2003). Public pedagogy and the politics of resistance: Notes on a critical theory of educational struggle. Education Philosophy and Theory, 35(1), 6-16.
  • Greenfield, T., & Ribbins, P. (1993). Greenfield on educational administration: Towards a humane science. London & NY: Routledge.
  • Gunter, H. (1995). Jurassic management: Chaos and management development in educational institutions. Journal of Educational Administration, 33(4), 5-20.
  • Gunter, H. (2003). Intellectual histories in the field of educational management in the UK. International Journal of Leadership in Education, 6(4), 335-349.
  • Gunter, H. (2004). The purposes and practices of intellectual work: A reply to Galbraith. Journal of Educational Administration, 42(1), 29-42.
  • Hallinger, P., & Leithwood, K. (1996). Culture and educational administration. Journal of Educational Administration, 34(5), 98-116.
  • Hilav, S. (1985). Felsefe el kitabı. İstanbul: Gerçek Yayınevi.
  • Hoy, W. K., & Miskel, C. G. (1987). Educational Administration: Theory, Research and Practice. NY: Random House.
  • Hoy, W. K. (2001). The pupil control studies: A historical, theoretical and empirical analysis. Journal of Educational Administration, 39(5), 424-441.
  • Hunter, W. J., & Benson, J. D. (1997). Arrows in time: The misapplication of chaos theory in education. Journal of Curriculum Studies, 29(1), 87- 100.
  • Johnson, D. (1995). Developing an approach to educational management Development in South Africa. Comparative Education, 31(2), 223-241.
  • Keedy, J. L., & Achilles, C. M. (1997). The need for school-constructed theories in US school restructuring. Journal of Educational Administration, 35(2), 102-121.
  • Leithwood, K., & Duke, D. L. (1999). A century’s quest to understand school leadership. In J. Murphy, & K. S. Louis (Eds). Handbook of Research on Educational Administration. San Fransisco: Jossey-Bass.
  • Lingard, B., & Christie, P. (2003). Leading theory: Bourdieu and the field of educational administration: An introduction to the special issue. International Journal of Leadership in Education, 6(4), 317-333.
  • Low, L. Y. S., Walker, A., & Dimmock, C. (2003). The influence of principals’ values on their perception and management of Schools. Journal of Educational Administration, 41(5), 498-523.
  • Lunenberg, F. C., & Ornstein, A. C. (2000). Educational administration: Concepts and practices. CA: Wadsworth/Thomson Learning.
  • Macpherson, E. D. (1997). Chaos in the curriculum: A rejoinder to Hunter and Benson. Journal of Curriculum Studies, 29(1), 101-103.
  • Maxcy, S. J. (2001). Educational leadership and management of knowing: The aesthetics of coherentism. Journal of Educational Administration, 39(6), 573-588.
  • Maxcy, S. J. (2005). Theory development in educational administration. http://asterix.ednet.lsu.edu/~maxcy/7802_mod8B.htm 26.12.05’de alındı.
  • Meyer, H. D. (2003). Between theory and experience: The dia-logical nature of managerial knowledge-implications for the preparation of educational leaders. Journal of Educational Administration, 41(5), 455-470.
  • Mullen, C. A., Greenlee, B. J., & Bruner, D. Y. (2005). Exploring the theory- practice relationship in educational leadership curriculum though metaphor. International Journal of Teaching and Learning in Higher Education, 17(1), 1-14.
  • Ogawa, R., T., Goldring, E., B., & Conley, S. (2000). Organizing the field to improve research on educational administration. Educational Administration Quarterly, 36(3), 340-357.
  • Owens, R. G. (1987). Organizational behavior in education. (3rd ed.). New Jersey: Prentice-Hall.
  • Park H., S. (1999). The development of Richard Bate’s critical theory in educational administration. Journal of Educational Administration, 37(4), 367-388.
  • Park H., S. (2001). Towards developing naturalistic coherentism. Journal of Educational Administration, 39(6), 589-603.
  • Rozycki, E. G.(1999). Traditions of ideology in administrative theory. http://www.newfoundations.com/EGR/AdminIdeology.html 18.09.05’de alındı
  • Sayer, J. (1992). Theory, practice and policy in education. Oxford Review of Education, 18(3).
  • Slater, C. L., Boone, M., Price, L., & Martinez, D. (2002). A cross-cultural investigation of leadership in the United States and Mexico? School Leadership and Management, 22(2), 197-209.
  • Southworth, G. (1999). Primary school leadership in England: Policy, practice and theory. School Leadership and Management, 19(1), 49-65.
  • Sugrue, C., & Furlong, C. (2002). The cosmologies of Irish primary principals’ identities: Between the modern and postmodern? International Journal of Leadership in Education, 5(3), 189-210.
  • Şişman, M. (1996). Postmodernizm tartışmaları ve örgüt kuramındaki yansımaları. Eğitim Yönetimi, 2(3), 451-464.
  • Şimşek, H. (1997). Pozitivizm ötesi paradigmatik dönüşüm ve eğitim yönetiminde kuram ve uygulamada yeni yaklaşımlar. Eğitim Yönetimi, 3(1), 97-109.
  • Turan, S. (2004). Modernite ve postmodernite arasında bir insan bilimi olarak eğitim yönetimi. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-8.
  • Turan, S., ve Şişman, M. (1999). Okul yöneticileri için standartlar: eğitim yöneticilerinin bilgi temelleri üzerine düşünceler. VIII. Ulusal Eğitim Bilimleri Kongresi Bildirisi, 1-3 Eylül, 1999, Trabzon.
  • Waite, D. (2002). “The paradigm wars” in educational administration: An attempt at transendence. International Studies in Educational Administration, 30(1), 66-77.
  • Willower, D. J. (1994). Dewey’s theory of inquiry and reflective administration. Journal of Educational Administration, 32(1), 5-22.
  • Willower, D. J., & Uline, C. L. (2001). The alleged demise of science: A critical inquest. Journal of Educational Administration, 39(5), 455-471.
  • Willower, D. J., & Forsyth, P. B. (1999). A brief history of scholarship on educational administration. In J. Murphy, & K. S. Louis (Eds). Handbook of Research on Educational Administration. San Fransisco: Jossey-Bass.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. (5. Baskı.). Ankara: Seçkin Yayıncılık.
  • Yu, H., Leithwood, K., & Jantzi, D. (2002). The effect of transformational leadership on theachers’ commitment to change in Hong Kong. Journal of Educational Administration, 40(4), 368-389.

Eğitim Yönetiminde Kuramsal Bilginin Üretimine ve Uygulanmasına İlişkin Bir Değerlendirme

Yıl 2006, Cilt: 47 Sayı: 47, 317 - 342, 01.08.2006

Kadir Beycioğlu Burhanettin Dönmez

Öz

Eğitim yönetimi, geride bıraktığımız yüzyılın ikinci yarısında kendi kimliğini oluşturma sürecine girmiş ve ayrı bir çalışma alanı olarak değerlendirilmeye başlanmıştır. Eğitim yönetimi, bu özgünleşme döneminde çeşitli alanlarda gözlenen kuramsal gelişmelerden ve bu kuramların yönetim alanına yansımalarından etkilenmiştir. Bu çalışmanın amacı, eğitim yönetimi alanında görülen kuramsal bilgi üretimi ve uygulama sürecine biraz daha yakından bakmaktır. Bu doğrultuda, kuramsal bilgi elde etmede ve uygulamada gözlenen sorunları daha iyi anlayabilmek bakımından, kuram, kuramsal bilgi, kuram-uygulama ilişkisi ve eğitim yönetimini etkileyen kuramsal dönemler kısaca incelenmiş, kuramsal bilgi üretimi sürecinde karşılaşılan yaygın sorunlara değinilmiş ve bazı öneriler tartışmaya açılmıştır.

Anahtar Kelimeler

eğitim yönetimi kuram geliştirme kuram-uygulama ilişkisi

Kaynakça

  • Akbaba, S. (2001). Kaos ve yönetim. Kuram ve Uygulamada Eğitim Yönetimi, 7(28), 451-469.
  • Anderson, G. L., & Grinberg, J. (1998). Comparative educational administration: Developing a cross-cultural conceptual framework. Educational Administration Quarterly, 34(3), 329-353.
  • Aydın, M. (2000). Eğitim yönetimi. Ankara: Hatiboğlu Yayınları.
  • Bajunid, A. I. (1996). Preliminary explorations of indigenous perspectives of educational management. The evolving malaysian experince. Journal of Educational Administration, 34(5), 50-73.
  • Balcı, A. (1992). Eğitim örgütlerine yeni bakış açıları: Kuram-araştırma ilişkisi. Eğitim Bilimleri Fakültesi Dergisi, 25(1), 27-45.
  • Balcı, A. (2003). Eğitim örgütlerine yeni bakış açıları: Kuram-araştırma ilişkisi II. Kuram ve Uygulamada Eğitim Yönetimi, 9(33), 26-61.
  • Bursalıoğlu, Z. (1978). Eğitim yönetiminde teori ve uygulama. Ankara: Ankara Üniversitesi Eğitim Fakültesi Yayınları.
  • Bursalıoğlu, Z. (2000). Okul yönetiminde yeni yapı ve davranış. Ankara: Pegem A Yayıncılık.
  • Chapman, J. D., Sackney, L. E., & Aspin, D. N. (1999). Internationalization in educational administration: Policy and practice, theory and research. In J. Murphy, & K. S. Louis (Eds). Handbook of research on educational administration. San Fransisco: Jossey-Bass.
  • Chapman, D. W. (2000). Trends in educational administration in developing Asia. Educational Administration Quarterly, 36(2), 283-309.
  • Cheng, C., Y. (2004). Fostering local knowledge and human development in globalization of education. The International Journal of Educational Management, 18(1), 7-24.
  • Çalık, T. (1997). Eğitim yönetimi. Eğitim Bilimine Giriş. (Ed.: Leyla Küçükahmet). Ankara: Gazi Kitabevi.
  • Çelik, V. (1997). Eğitim yönetiminde kuramsal gelişmeler. Eğitim Yönetimi, 3(1), 31-43.
  • Dimmock, C., & Walker, A. (1998a). Towards comparative educational administration: Building the case for a cross-cultural school-based approach. Journal of Educational Administration, 36(4), 379-401.
  • Dimmock, C., & Walker, A. (1998b). Comparative educational administration: Developing a cross-cultural conceptual framework. Educational Administration Quarterly, 34(4), 558-595.
  • Donmoyer, R. (1999). The continuing quest for a knowledge base: 1976- 1998. In Murphy, J. & Louis K. S. (Eds). Handbook of Research on Educational Administration. San Fransisco: Jossey-Bass.
  • Donmoyer, R. (2001). Evers and Lakomski’s search for leadership’s Holly Grail (and the Intriguing Ideas They Encountered Along the Way). Journal of Educational Administration, 39(6), 554-572.
  • English, W. F. (1994). Theory in educational administration. NY: HarperCollins College Publishers.
  • English, W. F. (2001). What paradigm shift? An interrogation of Kuhn’s idea of normalcy in the research practice of educational administration. International Journal of Leadership in Education, 4(1), 29-38.
  • English, W. F. (2002). The point of scientificity, the fall of the epistemological dominos, and the end of the field of educational administration. Studies in Philosophy and Education, 21(2), 109-136.
  • Evers, C. W. (2000). Leading and learning in organizational context: A contribution from the cognitive science. International Journal of Leadership in Education, 3(3), 239-254.
  • Evers, C. W. (2003). Philosophical reflections on science in educational administration. International Studies in Educational Administration, 31(3), 29-41.
  • Evers, C. W., & Lakomski, G. (1994). Three dognmas: A rejoinder. Journal of Educational Administration, 32(4), 28-37.
  • Evers, C. W., & Lakomski, G. (2001a). Theory in educational administration: Naturalistic directions. Journal of Educational Administration, 39(6), 499-520.
  • Evers, C. W., & Lakomski, G. (2001b). The incomplete naturalist: Donald Willower on science and inquiry in educational administration. Journal of Educational Administration, 39(5), 442-454.
  • Foster, W. (1998). Editor’s foreword for the special issue: Postmodernism. Educational Administration Quarterly, 34(3), 294-297.
  • Ginsburg, B. M., & Gorostiaga, M. J. (2001). Relationships between theorists / researchers and policy makers / practitioners: Rethinking the Whole cultures thesis and the possibility of dialogue. Comparative Education Review, 45(2), 173-196.
  • Giroux, H. A. (2003). Public pedagogy and the politics of resistance: Notes on a critical theory of educational struggle. Education Philosophy and Theory, 35(1), 6-16.
  • Greenfield, T., & Ribbins, P. (1993). Greenfield on educational administration: Towards a humane science. London & NY: Routledge.
  • Gunter, H. (1995). Jurassic management: Chaos and management development in educational institutions. Journal of Educational Administration, 33(4), 5-20.
  • Gunter, H. (2003). Intellectual histories in the field of educational management in the UK. International Journal of Leadership in Education, 6(4), 335-349.
  • Gunter, H. (2004). The purposes and practices of intellectual work: A reply to Galbraith. Journal of Educational Administration, 42(1), 29-42.
  • Hallinger, P., & Leithwood, K. (1996). Culture and educational administration. Journal of Educational Administration, 34(5), 98-116.
  • Hilav, S. (1985). Felsefe el kitabı. İstanbul: Gerçek Yayınevi.
  • Hoy, W. K., & Miskel, C. G. (1987). Educational Administration: Theory, Research and Practice. NY: Random House.
  • Hoy, W. K. (2001). The pupil control studies: A historical, theoretical and empirical analysis. Journal of Educational Administration, 39(5), 424-441.
  • Hunter, W. J., & Benson, J. D. (1997). Arrows in time: The misapplication of chaos theory in education. Journal of Curriculum Studies, 29(1), 87- 100.
  • Johnson, D. (1995). Developing an approach to educational management Development in South Africa. Comparative Education, 31(2), 223-241.
  • Keedy, J. L., & Achilles, C. M. (1997). The need for school-constructed theories in US school restructuring. Journal of Educational Administration, 35(2), 102-121.
  • Leithwood, K., & Duke, D. L. (1999). A century’s quest to understand school leadership. In J. Murphy, & K. S. Louis (Eds). Handbook of Research on Educational Administration. San Fransisco: Jossey-Bass.
  • Lingard, B., & Christie, P. (2003). Leading theory: Bourdieu and the field of educational administration: An introduction to the special issue. International Journal of Leadership in Education, 6(4), 317-333.
  • Low, L. Y. S., Walker, A., & Dimmock, C. (2003). The influence of principals’ values on their perception and management of Schools. Journal of Educational Administration, 41(5), 498-523.
  • Lunenberg, F. C., & Ornstein, A. C. (2000). Educational administration: Concepts and practices. CA: Wadsworth/Thomson Learning.
  • Macpherson, E. D. (1997). Chaos in the curriculum: A rejoinder to Hunter and Benson. Journal of Curriculum Studies, 29(1), 101-103.
  • Maxcy, S. J. (2001). Educational leadership and management of knowing: The aesthetics of coherentism. Journal of Educational Administration, 39(6), 573-588.
  • Maxcy, S. J. (2005). Theory development in educational administration. http://asterix.ednet.lsu.edu/~maxcy/7802_mod8B.htm 26.12.05’de alındı.
  • Meyer, H. D. (2003). Between theory and experience: The dia-logical nature of managerial knowledge-implications for the preparation of educational leaders. Journal of Educational Administration, 41(5), 455-470.
  • Mullen, C. A., Greenlee, B. J., & Bruner, D. Y. (2005). Exploring the theory- practice relationship in educational leadership curriculum though metaphor. International Journal of Teaching and Learning in Higher Education, 17(1), 1-14.
  • Ogawa, R., T., Goldring, E., B., & Conley, S. (2000). Organizing the field to improve research on educational administration. Educational Administration Quarterly, 36(3), 340-357.
  • Owens, R. G. (1987). Organizational behavior in education. (3rd ed.). New Jersey: Prentice-Hall.
  • Park H., S. (1999). The development of Richard Bate’s critical theory in educational administration. Journal of Educational Administration, 37(4), 367-388.
  • Park H., S. (2001). Towards developing naturalistic coherentism. Journal of Educational Administration, 39(6), 589-603.
  • Rozycki, E. G.(1999). Traditions of ideology in administrative theory. http://www.newfoundations.com/EGR/AdminIdeology.html 18.09.05’de alındı
  • Sayer, J. (1992). Theory, practice and policy in education. Oxford Review of Education, 18(3).
  • Slater, C. L., Boone, M., Price, L., & Martinez, D. (2002). A cross-cultural investigation of leadership in the United States and Mexico? School Leadership and Management, 22(2), 197-209.
  • Southworth, G. (1999). Primary school leadership in England: Policy, practice and theory. School Leadership and Management, 19(1), 49-65.
  • Sugrue, C., & Furlong, C. (2002). The cosmologies of Irish primary principals’ identities: Between the modern and postmodern? International Journal of Leadership in Education, 5(3), 189-210.
  • Şişman, M. (1996). Postmodernizm tartışmaları ve örgüt kuramındaki yansımaları. Eğitim Yönetimi, 2(3), 451-464.
  • Şimşek, H. (1997). Pozitivizm ötesi paradigmatik dönüşüm ve eğitim yönetiminde kuram ve uygulamada yeni yaklaşımlar. Eğitim Yönetimi, 3(1), 97-109.
  • Turan, S. (2004). Modernite ve postmodernite arasında bir insan bilimi olarak eğitim yönetimi. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-8.
  • Turan, S., ve Şişman, M. (1999). Okul yöneticileri için standartlar: eğitim yöneticilerinin bilgi temelleri üzerine düşünceler. VIII. Ulusal Eğitim Bilimleri Kongresi Bildirisi, 1-3 Eylül, 1999, Trabzon.
  • Waite, D. (2002). “The paradigm wars” in educational administration: An attempt at transendence. International Studies in Educational Administration, 30(1), 66-77.
  • Willower, D. J. (1994). Dewey’s theory of inquiry and reflective administration. Journal of Educational Administration, 32(1), 5-22.
  • Willower, D. J., & Uline, C. L. (2001). The alleged demise of science: A critical inquest. Journal of Educational Administration, 39(5), 455-471.
  • Willower, D. J., & Forsyth, P. B. (1999). A brief history of scholarship on educational administration. In J. Murphy, & K. S. Louis (Eds). Handbook of Research on Educational Administration. San Fransisco: Jossey-Bass.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. (5. Baskı.). Ankara: Seçkin Yayıncılık.
  • Yu, H., Leithwood, K., & Jantzi, D. (2002). The effect of transformational leadership on theachers’ commitment to change in Hong Kong. Journal of Educational Administration, 40(4), 368-389.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Kadir Beycioğlu Bu kişi benim

Burhanettin Dönmez Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 47 Sayı: 47

Kaynak Göster

APA Beycioğlu, K., & Dönmez, B. (2006). Eğitim Yönetiminde Kuramsal Bilginin Üretimine ve Uygulanmasına İlişkin Bir Değerlendirme. Kuram Ve Uygulamada Eğitim Yönetimi, 47(47), 317-342.
AMA Beycioğlu K, Dönmez B. Eğitim Yönetiminde Kuramsal Bilginin Üretimine ve Uygulanmasına İlişkin Bir Değerlendirme. Kuram ve Uygulamada Eğitim Yönetimi. Ağustos 2006;47(47):317-342.
Chicago Beycioğlu, Kadir, ve Burhanettin Dönmez. “Eğitim Yönetiminde Kuramsal Bilginin Üretimine Ve Uygulanmasına İlişkin Bir Değerlendirme”. Kuram Ve Uygulamada Eğitim Yönetimi 47, sy. 47 (Ağustos 2006): 317-42.
EndNote Beycioğlu K, Dönmez B (01 Ağustos 2006) Eğitim Yönetiminde Kuramsal Bilginin Üretimine ve Uygulanmasına İlişkin Bir Değerlendirme. Kuram ve Uygulamada Eğitim Yönetimi 47 47 317–342.
IEEE K. Beycioğlu ve B. Dönmez, “Eğitim Yönetiminde Kuramsal Bilginin Üretimine ve Uygulanmasına İlişkin Bir Değerlendirme”, Kuram ve Uygulamada Eğitim Yönetimi, c. 47, sy. 47, ss. 317–342, 2006.
ISNAD Beycioğlu, Kadir - Dönmez, Burhanettin. “Eğitim Yönetiminde Kuramsal Bilginin Üretimine Ve Uygulanmasına İlişkin Bir Değerlendirme”. Kuram ve Uygulamada Eğitim Yönetimi 47/47 (Ağustos 2006), 317-342.
JAMA Beycioğlu K, Dönmez B. Eğitim Yönetiminde Kuramsal Bilginin Üretimine ve Uygulanmasına İlişkin Bir Değerlendirme. Kuram ve Uygulamada Eğitim Yönetimi. 2006;47:317–342.
MLA Beycioğlu, Kadir ve Burhanettin Dönmez. “Eğitim Yönetiminde Kuramsal Bilginin Üretimine Ve Uygulanmasına İlişkin Bir Değerlendirme”. Kuram Ve Uygulamada Eğitim Yönetimi, c. 47, sy. 47, 2006, ss. 317-42.
Vancouver Beycioğlu K, Dönmez B. Eğitim Yönetiminde Kuramsal Bilginin Üretimine ve Uygulanmasına İlişkin Bir Değerlendirme. Kuram ve Uygulamada Eğitim Yönetimi. 2006;47(47):317-42.