Purpose: The purpose of this article is to reframe our field’s narrative around the science of learning. We seek to (1) describe the patterns within educational leadership and administration that are conceptually tethered to scientific management and highlight the absence of clearly defined conceptions of learning, (2) provide a synthesis of the science of learning, and (3) offer a “progressive problem shift” that promotes such a reframing. Methods: An integration of theory building methods with problem posing/identification strategies is designed to deconstruct the field of educational leadership through a science of learning lens and build toward theory that is more adaptive to our goals of leading for learning. Findings: Our findings stem from the central observation that educational leadership and administration has to date produced no conceptual or explicit operational definition of learning. Lacking such a definition, the field has been vulnerable to outlooks about learning that default to assumptions notably shaped by scientific management. This is in contrast to our review of the learning sciences literature, which emphasizes that learning is dependent on the active and deliberate agency of the learner and a host of introspective outlooks and behaviors and that these individual learning characteristics are situated within complex and dynamic social contexts that serve to mediate and shape learning. Implications and Conclusions: We argue that the future of our field rests, in large measure, on our ability to address the incongruences between our field’s foundations in scientific management and the science of learning.

中文翻译：

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定义教育领导中的学习：重构叙事

目的：本文的目的是围绕学习科学重新构建我们领域的叙述。我们力求 (1) 描述教育领导和管理中的模式，这些模式在概念上与科学管理挂钩，并强调缺乏明确定义的学习概念，(2) 提供学习科学的综合，以及 (3) 提供一个促进这种重构的“渐进式问题转移”。方法：将理论构建方法与问题提出/识别策略相结合，旨在通过学习镜头的科学来解构教育领导力领域，并朝着更适应我们的学习领导目标的理论发展。发现：我们的发现源于一个核心观察，即教育领导和管理迄今为止没有产生任何概念性或明确的学习操作定义。由于缺乏这样的定义，该领域很容易受到关于学习的观点的影响，这些观点默认为由科学管理塑造的假设。这与我们对学习科学文献的回顾形成对比，后者强调学习依赖于学习者主动和有意的能动性以及一系列内省的观点和行为，并且这些个人学习特征位于复杂和动态的社会背景中有助于调解和塑造学习。影响和结论：我们认为，我们领域的未来在很大程度上取决于