A Study Of Research Methods Of Educational Administration

The development of science is inseparable with the development of research methods. The research methods reflect the level of scientific development in respect of discipline development. Although the study on the research methods of Educational Administration is in a kind of "unconscious" state before 1980s, it gradually attracts people's attention and becomes the focus of study in recent years. However, compared with the importance and value of research method itself, the present study seems relatively insufficient both in terms of quantity and quality. This dissertation makes a general account of the theory and history of research methods of Educational Administration, and tries to construct the system of research methods of Educational Administration through literature analysis and comparison.This dissertation consists of three parts:Part one: the summarization of methods. This part mainly introduces the connotation of methods, the relation of method and methodology, the hierarchy and diversity of methods, in order to lay the foundation for interpreting the system of research methods of Educational Administration.Part two: the evolution of the research methods of Educational Administration. Everything is during a process of evolution, and the research methods of Educational Administration are no exception. This dissertation adopts the concept of "paradigm" put forward by Kuhn to classify the evolution history of research methods of Educational Administration, which roughly includes three periods, "philosophy -hermeneutics paradigm", "science -positivism paradigm", "humanism -apprehension paradigm". The purpose is to tracing the formation of the system of research methods of Educational Administration.Part three: the construction of the system of research methods of Educational Administration. It is the core of this dissertation. Based on the research subject, research nature and property of the discipline, this dissertation makes a detailed review of the research methods. It argues that the system of research methods of Educational Administration is composed of three "unities", i.e. "the unity of scientific method and philosophical method ", "the unity of quantitative research and qualitative research" as well as "the unity of multidisciplinary research and interdisciplinary research". The explanation of the topic follows an order " the connotation of research methods—the uniform basis—the uniform way of thinking—the unity of two different oriented research methods". In addition, the term of "unity" means "dialectic antinomy and unity" rather than "equivalent", "assimilation" or "replacement". It refers to the unity based on relative independence.