resembling the social sciences more than the profession of education, and for the
lack of attempts to systematically integrate theory into practice, to generate
grounded theory or develop a theory of practice (Loredo and Carter, 1993). These
criticisms reached their zenith when Levine (2005) called for a complete reform of
university Ed.D. programs to prepare educational leaders. As a result of such
criticism, many universities found themselves under pressure to examine the
content and design of their administration preparation programs; and,
consequently, to start reform efforts focused on redesigning them (McCarthy,
1999). Despite these emerging reform efforts, these programs continue to be
criticized (Duke, 1992; Murphy and Hallinger, 1987; Milstein, 1999) in terms of
content and delivery method (Schmuck, 1992; Pinter, 1987).