Research on Learning and Teaching in K-12 Schools: Implications for the Field of Educational Administration

Briefly describes current research on learning and teaching and discusses its implications for the field of educational administration. In the United States, an important transition is now occurring as instructional psychologists increasingly turn away from behaviorist models that dominated educational thinking for three decades to develop new models derived from cognitive psychology. Educational administration programs could benefit by adopting emergent instructional practices. (MLH)