One of the assumptions built into commonplace understandings of conventional research is that it is a time-consuming effort requiring particular skill; thus, it is usually performed by persons who specialize in its methods. The role specialization of practitioner and research characterizes educational administration well. Although the field has benefited from the contrition of many individuals who have bridged both roles (Callahan, 1962;Culbertson, 1988;willower & Forsyth, 1999), practitioners and researchers in general have inhabited largely different worlds within educational administration. Their task and goal structures, work contexts, professional networks, and communication systems are different. Even more, the skills, competencies, and habits of mind required by researchers and practitioners have been thought to be different. The researcher’s role has been seen as paramount with regard to the pursuit of knowledge, and so the preparation and support of researchers 9those who produce knowledge) is intended to be different than, and more important than, the preparation of practitioners (those who apply knowledge).