In General Administration

Abstract

During the first thirty years of this century, educational research in general, and in educational administration in particular, took its color from two circumstances. First it dealt largely with finding out how to do better those things which education had always done and which it was assumed it would continue to do. How could a traditional type school system be made to run more smoothly and effectively was the great question. Second, research was focused upon the more easily measured phases of the educational enter prise which, incidentally, were of least significance to individual and group well-being. In short, too many who conducted research in education ap proached their work with little social and educational insight and were easily satisfied when they had adapted statistical and other research techniques borrowed from the physical sciences to the phases of education which could be explored by these methods.