The argument we propose here is that as these ideas begin to permeate educational administration, a new appreciation for the knowledge of administrative practitioners needs to emerge. This, in turn, positions the field to pursue a vastly expanded body of knowledge, not only new understandings of enduring conditions and dilemmas in school administration that are relatively stable across time and space and can be expressed as theoretical knowledge to inform the profession (e.g., Ogawa, Crowson, & Goldring, 1999) but also the particular, situated expressions of knowledge that inform the personal
practice of individual administrators.