In an applied field, the persisting tension over the relative importance and influence of theory and practice often creates a crevasse between scholars and practitioners. While conflict can be destructive, this paper explores both the destructive and reconstructive means of bridging the theory-practice divide. The author reflects on her experiences moving back and forth between school leadership practice and academia. The author draws on literature and research expressing the conundrums of educational professional culture and historic caste system among scholars found in the academy. The purpose of this paper is to problematize the divisions between culture norms found among scholars and practitioners.
"Recognizing Each Others’ Faces in Educational Leadership’s Scholarship and Practice,"
Essays in Education: Vol. 17
, Article 4.
Available at: https://openriver.winona.edu/eie/vol17/iss1/4