This paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at the start of the twenty-first century was not really “new wine in new bottles” but, rather, a continuation of the so-called paradigm wars about, ultimately, unresolvable methodological and epistemological issues that occurred during the twentieth century; (2) to suggest a way members of the educational administration field might transcend, or at least circumvent, time-consuming and distracting battles about unresolvable methodological and epistemological issues in the future while keeping their focus on issues of practice.,This is a quasi-historical essay that uses influential literature during the historical periods focused on as evidence to support the essay's arguments.,The paper demonstrates that twentieth century philosophical disagreements about research methods and the role that educational research can play in policy and practice decision making were not resolved but, rather, were largely reenacted during the first decade of the twenty-first century, again without a resolution. The paper proposes a way that administrators, policymakers and researchers can manage this situation and still use research to make policy and practice decisions.,The paper suggests a new role for both school administrators and policymakers to play. If administrators/policymakers play this role successfully, all types of research can inform decision making about policy and practice, and researchers can concentrate on doing their research rather than engaging in unresolvable philosophical disputes.,Although a great deal has been written about the twentieth century's theory movement and paradigm wars and the twenty-first century's so-called science wars, the link between these phenomena has not been discussed in the literature. In addition, there have been few attempts to articulate an operational strategy for managing unresolvable philosophical disputes about research methods and the role that research can play in decision making. This paper tackles both matters.

中文翻译：

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为什么一切又旧又新？回顾关于教育管理研究形式和功能的辩论

本文具有双重目的：（1）主要以历史证据证明，与某些人所论证的相反，对二十一世纪初进行的教育研究的思考并不是“新瓶装新酒”。 “而是相反，所谓的范式战争的延续，最终导致了在二十世纪发生的不可解决的方法论和认识论问题；（2）建议教育管理领域的成员在将来继续关注实践问题的同时，超越或至少规避耗时且分散注意力的方法学和认识论问题的斗争。 -在历史时期内使用有影响力的文学的历史论文，重点是作为支持该论文的证据 本文的论证表明，二十世纪关于研究方法的哲学分歧以及教育研究在政策和实践决策中的作用并未得到解决，而是在二十一世纪的前十年大体上重新制定了，再次没有决议。本文提出了一种方法，管理员，决策者和研究人员可以管理这种情况，并且仍可以使用研究来制定政策和实践决策。本文为学校管理员和决策者提供了新的角色。如果管理者/政策制定者成功地扮演了这个角色，那么所有类型的研究都可以为政策和实践的决策提供依据，并且研究人员可以专注于进行研究，而不是解决无法解决的哲学争端。尽管关于二十世纪的理论运动和范式战争以及二十一世纪的所谓科学战争已经写了很多文章，但是这些现象之间的联系尚未在文献中讨论。此外，很少有人试图阐明一种操作策略，以解决有关研究方法和研究在决策中所起的作用的无法解决的哲学争议。本文解决了这两个问题。很少有人试图阐明一种操作策略，以处理有关研究方法和研究在决策中所起的作用的无法解决的哲学争议。本文解决了这两个问题。很少有人试图阐明一种操作策略，以处理有关研究方法和研究在决策中所起的作用的无法解决的哲学争议。本文解决了这两个问题。