Educational administration authors are less likely to write about educational reform or
educational policy, perhaps because of the conceptual, and in recent years, structural
distinction between the field of educational policy and the field of EA, a distinction that
Glatter (1987) lamented about two decades ago. Even when these two issues are
addressed, the foci of many papers is on the implementation of the policy/reform
within a school’s context rather than on the initiation and institutionalisation of the
policy/reform. The “black box” in the district or state level is left untouched.