Prof Colin Evers

Overview

Colin W. Evers is Professor of Educational Leadership in the School of Education at the University of New South Wales. Prior to this appointment he was Professor of Education at the University of Hong Kong. He has a disciplinary background in mathematics and philosophy and research and teaching interests in the areas of educational administration and leadership, philosophy of education, and research methodology. He is co-author and co-editor of seven books and nearly 100 scholarly papers. His current research projects include work on a view of leadership as critical learning, Principal decision-making, realist inquiry in social science, teacher leadership, and the influence of culture on research methodology.

Research Summary

Administrative theory; educational leadership; philosophy of education

Teaching

All of Prof. Evers teaching is in the Master of Educational Leadership program.

Postgraduate courses
Semester One
EDST5438 Leadership Theory, Research and Practice. (Co-Teaching with Dr. Kerry Barnett)
Develops students’ understanding of leadership theories, current research and practice. Considers the major approaches to leadership such as trait, behaviour, contingency and transformational leadership theory. Also considers current research and practice in the context of education.

EDST5459 School Based Management and Accountability.
Provides a systematic study of the theory and practice of school based management, its background, central features, and characteristic accountability mechanisms. Particular emphasis is placed on autonomy versus accountability, and prospects for such reforms leading to improved student learning outcomes.

Semester Two

EDST5433 Organisation Theory in Education (Co-Teaching with Dr. Kerry Barnett)
This course will focus on organisation theory for educators. It draws from the full range of literature on organisations, but it focuses that literature on the specific experiences of education.

EDST5462 Teacher Leadership.
Offers an account of the nature of teacher leadership, and how it can be developed and exercised, from the broad perspective of leadership as a form of influence as opposed to the narrower perspective of administrative role. Teacher leadership is construed as a form of distributed leadership, with the boundaries of influence extending beyond the immediate workplace.

Current Research Projects

Teacher Leadership: This project, led by Dr Kokila Katyal at the Hong Kong Institute of Education, looks at the role of teacher-leaders in the light of the rise of autonomous student learning as fostered by the internet. In addition to some papers published as work in progress, the results of the project are now being written up to be published as a book (Routledge, 2013).

Realist Inquiry in Social Science: This is the title of a book that offers a particular philosophical perspective on some key aspects of research in social science. The lead author is Brian Haig (Professor of Psychology, University of Canterbury) with myself and Professor Mark Constas (Cornell University) as co-authors. It will be published by SAGE, London, in 2014.

Canadian Principals Learning Network: Led by A/Prof Stephanie Chitpin at the University of Ottawa, this project explores principals’ decision-making and options for the creation of collaborative networks. Current funding: C$100,000. The project makes use of some theoretical ideas developed by Prof Chitpin and myself in some earlier joint and individual publications. We are currently developing a book proposal for an edited book on principals’ decision-making. Work in progress from the project will be presented at a two-day symposium at the University of Ottawa in October 2012. The project has a website: http://www.cpln.ca/

Conducting Research in Confucian Heritage Cultures: The first version of this project was published as a Special Issue of the journal Comparative Education, 47(3), 2011. The various authors explored particular aspects of research methodology that were influenced by the Confucian heritage culture of particular east Asian countries. The Special Issue editors – myself, Dr Kokila Katyal, and Dr Mark King - are now developing an expanded version of this project to cover a larger range of research aspects and countries.

Emotion and Cognition in Educational Decision-Making: This is a project of particular interest to Professor Gabriele Lakomski (University of Melbourne) who is the lead investigator and first author of a number of our papers on this topic. Her focus is on the neuroscience of emotion.

Leadership as Critical Learning: This is my main ongoing research project, the aim of which is to develop a systematic perspective on educational leadership. It reflects the general theme of my papers on leadership published over the last dozen years. I aim to put it all together in a book of the same title.

Publications

Books

Haig, B., Evers, C.W. and Constas, M. (In preparation) Realist Inquiry in Social Science (SAGE, London, forthcoming 2014) Contract approved

Katyal, K.R. and Evers, C.W. (In preparation) Teacher Leadership in the Age of the Internet: New Conceptions of Student Learning (Routledge, London, forthcoming 2013) Contract approved.

Wong, K.C. and Evers, C.W. (eds.) (2001) Leadership for Quality Schooling: International Perspectives (Routledge/Falmer, London), pp. 171.

Evers, C.W. and Lakomski, G. (2000) Doing Educational Administration(Pergamon Press, Oxford), pp. 179.

Evers, C.W. and Lakomski, G. (1996) Exploring Educational Administration, (Pergamon Press, Oxford), pp. 292.

Evers, C.W. and Chapman, J.D. (Eds.) (1995) Educational Administration: An Australian Perspective, (Allen & Unwin, Sydney), pp. 357.

Evers, C.W. and Lakomski, G. (1991) Knowing Educational Administration, (Pergamon Press, Oxford), pp. 262.

Evers, C.W. (ed.) (1987) Moral Theory for Educative Leadership (Victorian Ministry of Education, Melbourne), pp. 116.

Evers, C.W. and Walker, J.C. (1984) Epistemology, Semantics and Educational Theory, (Occasional Paper 16, Department of Education, University of Sydney), pp. 156.

Journals, Special Issue

Evers, C. W., Katyal, K. R., & King, M. E. (eds.) (2011) Comparative Education. On methodological and ethical issues confronting researchers conducting research in Confucian heritage cultures. Proposal accepted.

Lakomski, G. and Evers, C. W. (eds.) (2001) Journal of Educational Administration, 39(6).

Evers, C.W. and Lakomski, G. (eds.) (1996) Educational Administration Quarterly, 32(4), 339-473.

Evers, C.W. (ed.) (1987) Educational Philosophy and Theory, 19(2), 1-64.

Journals, Editor

Wong, K.C. and Evers, C.W. (eds) (1999 – 2006) International Studies in Educational Administration.

Journal Articles and Book Chapters

Evers, C.W. and Mason, M. (In preparation) ‘How to conduct non-empirical research: some strategies’

Evers, C. W. (In preparation) ‘R.S. Peters and the new conceptual analysis’, Educational Philosophy and Theory (2013).

Evers, C.W. and Lakomski, G. (In press) ‘Methodological individualism, educational administration, and leadership’ Journal of Educational Administration and History, 44(1), 2013.

Chitpin S. and Evers, C. W. (In press) ‘Using Popper’s philosophy of science to build pre-service teachers’ knowledge’, International Journal of Education, 4(3), 2012.

Lakomski, G. and Evers, C. W. (2012) ‘Emotion and rationality in educational problem solving: From individuals to groups, Korean Journal of Educational Administration, 30(1), 653-677.

Evers, C.W. (2012) ‘Organizational contexts for lifelong learning: Individual and collective learning configurations’, in Aspin, D.N., Chapman, J.D., Evans, K.R. and Bagnall, R. (Eds.) Second International Handbook of Lifelong Learning (Springer, Dordrecht), pp. 61-76.

Evers, C.W. and Lakomski, G. (2012) ‘Science, systems, and theoretical alternatives in educational administration: The road less traveled’, Journal of Educational Administration, 50(1), 57-75.

Evers, C.W., King, M., and Katyal, K., (2011) ‘Conducting research in Confucian heritage cultures: An overview of methodological issues’, Comparative Education, 47(3), 295-300.

Evers, C.W. and M. Mason, (2011) ‘Context-based inferences in research methodology: The role of culture in justifying knowledge claims’, Comparative Education, 47(3), 301-314.

Lakomski, G. and Evers, C.W. (2011) ‘Analytical philosophy and organizational theory’, in Tsoukas, H. and Chia, R. (Eds) Philosophy and Organization Theory (Special Issue of Research in the Sociology of Organizations, 32, 23-54).

Lakomski, G. and Evers, C.W. (2010) ‘Passionate rationalism: the role of emotion in decision-making’, Journal of Educational Administration, 48(5), 438-450.

Mason, M. and Evers, C.W. (2010) ‘Comparative education: Philosophical issues’, in McGaw, B., Baker, E., and Petersen, P.P. (Eds) International Encyclopedia of Education (Elsevier, Oxford), 3rd Edition, Volume 1, pp. 257-265.

Evers, C.W. (2010) ‘Educational leadership: Philosophical issues’, in McGaw, B., Baker, E., and Petersen, P.P. (Eds) International Encyclopedia of Education (Elsevier, Oxford), 3rd Edition, Volume 4, pp. 710-716.

Evers, C.W. (2009) PESA Reflections: An Intellectual Journey, Educational Philosophy and Theory, 41(7), 788-793.

Katyal, K. and Evers, C. W. (2009) ‘Ambiguities in assessing higher education research in Hong Kong: critical reflections’ in Besley, T. (ed.) Assessing the Quality of Educational Research in Higher Education (Sense Publishers, Boston), pp. 157-171.

Evers, C.W. and Katyal, K. (2008) ‘Assessing research quality in education: The Hong Kong Research Assessment Exercise’, ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies, 27(1&2), 87-96.

Evers, C. W. and Katyal, K. (2008) ‘Educational leadership in Hong Kong schools: critical reflections on changing themes’, Journal of Educational Administration and History, 40(3), 251-164.

Evers, C.W. (2007) ‘Culture, cognitive pluralism and rationality’ Educational Philosophy and Theory, 39(4), 364-382.

Evers, C.W. and Katyal, K.R. (2007) ‘Paradoxes of leadership: contingencies and critical learning’, South African Journal of Education, 27(3), 377-390.

Evers, C.W. (2007) ‘Lifelong learning and knowledge: Towards a general theory of professional inquiry’, in Aspin, D.N. (ed.) Philosophical Perspectives on Lifelong Learning (Springer, Dordrecht), pp. 173-188.

Katyal, K. and Evers, C.W. (2007) ‘Parents - partners or clients? A re-conceptualization of home-school interactions’, Teaching Education, 18(1), 61-76.

Fox, R., Yuen, A., Evers, C.W., Lau, H. F., and Deng, L.P. (2007) ‘Faculty perceptions of ICT benefits’, in Tsang, P., Kwan, R., and Fox R. (Eds.), Learning Through Technology (Singapore, World Scientific Publishing), pp. 1-10.

Evers, C.W. and Wu, E.H. (2006) ‘On generalizing from single case studies: epistemological reflections’, Journal of Philosophy of Education. 40(4), 511-526. Reprinted in Bridges, D and Smith, R. (eds.) (2007) Philosophy, Methodology and Educational Research (Blackwell, Oxford), pp. 199-213.

Wu, E.H. and Evers, C.W. (2006) ‘Parental influences on talent development: Implications and Strategies from Western and Chinese Literature, Gifted and Talented International, 21(1), 36-46.

Chitpin, S., and Evers, C.W. (2005) ‘Teacher professional development as knowledge building: a Popperian analysis’, Teachers and Teaching: Theory and Practice, 11(4), 419-433.

Katyal, K. and Evers, C.W. (2004) ‘Teacher leadership and autonomous student learning: adjusting to the new realities’, International Journal of Educational Research, 41(4), 367-382.

Katyal, K. and Evers, C.W. (2004) ‘Student learning, engagement with schools, and teacher leadership: case studies in Hong Kong’, Leading and Managing, 10(2), 41-53.

Evers, C.W. (2003) ‘Philosophical reflections on science in educational administration’, International Studies in Educational Administration, 31(3), pp. 29-41.

Evers, C.W. and Chitpin, S. (2003) ‘From uncertainty to knowledge growth through individual reflection’, in Crowther, F. (ed.) Teachers as Leaders in a Knowledge Society: Australian College of Educators Yearbook (Canberra, Australian College of Educators), pp. 36-46.

Evers, C.W. (2003) ‘Naturalizing ethical judgment: a neurocomputational perspective’, in Samier, E. (ed.) Ethical Foundations for Educational Administration (Routledge/Falmer, London), pp. 235-252.

Evers, C.W. (2003) ‘On theory in educational administration: beyond Greenfield’s subjectivism’, in Macmillan, R. (ed.) Questioning Leadership: The Greenfield Legacy (Althouse Press, London, Ontario), pp.193-209.

Evers, C.W. and Lakomski, G. (2001) 'Theory in educational administration: naturalistic directions', Journal of Educational Administration, 39(6), 499-520.

Evers, C.W. and Lakomski, G. (2001) 'Naturalistic coherentism and its critics', Journal of Educational Administration, 39(6), 604-609.

Lakomski, G. and Evers, C.W. (2001) ‘Donald J. Willower on educational administration: an appraisal’, Journal of Educational Administration, 39(5), 442-454.

Evers, C.W. (2001) ‘Knowing how to lead: Theoretical reflections on inference to the best training’, in Wong, K.C. and Evers, C.W. (eds.) Leadership for Quality Schooling: International Perspectives (Falmer Press, London), pp. 103-115.

Wong, K.C. and Evers, C.W. (2001) ‘Introduction’, in Wong, K.C. and Evers, C.W. (eds.)Leadership for Quality Schooling: International Perspectives (Falmer Press, London), pp. xi-xvi.

Evers, C.W. (2000) 'Connectionist modeling and education', Australian Journal of Education, 44(3), 209-225

Evers, C.W. (2000) 'Leading and learning in organizational contexts: a contribution from the new cognitive science', International Journal of Leadership in Education, 3(3), 239-254.

Evers, C.W. (1999) ‘Complexity, context and ethical leadership’, in Begley, P and Leonard, P. (eds.) The Values of Educational Administration, (Falmer Press, London), pp. 70-82.

Lakomski, G. and Evers, C.W. (1999) ‘Values, socially distributed cognition, and organizational practice’, in P. Begley (ed.) Values and Educational Leadership, (SUNY Press, Albany, N.Y.), pp. 165-182.

Evers, C.W. (1999) ‘From foundations to coherence in educational research methodology’, in Keeves, J.P. and Lakomski, G. (eds.) Issues in Educational Research, (Pergamon Press, Oxford), pp. 264-279.

Evers, C.W. (1998) ‘Decision-making, models of mind, and the new cognitive science.’ Journal of School Leadership, 8(2), 94-108.

Evers, C.W. (1997) ‘Philosophy of education: A naturalistic perspective’, in D.N. Aspin (ed.) Logical Empiricism and Post-Empiricism in Educational Discourse. (Heinemann, Johannesburg), pp. 167-181.

Evers, C.W. and Lakomski, G. (1996) ‘Science in educational administration: a postpositivist conception’, Education Administration Quarterly, 32(4), 379-402.

Evers, C.W. and Lakomski, G. (1995) ‘Response to Barlosky: Methodological reflections on postmodernism’, Curriculum Inquiry, 25(4), 457-465.

Evers, C.W. (1995) ‘Recent developments in educational administration’, Leading and Managing 1(1), 1-12.

Evers, C.W. and Lakomski, G. (1995) ‘Towards coherence in administrative theory’, in C.W. Evers and J.D. Chapman (eds.), Educational Administration: An Australian Perspective, (Allen & Unwin, Sydney), pp. 97-109.

Lakomski, G. and Evers, C.W. (1995) ‘Theory in educational administration’, in C.W. Evers and J.D. Chapman (eds), Educational Administration: An Australian Perspective, (Allen & Unwin, Sydney), pp. 1-17.

Evers, C.W. and Chapman, J.D. (1995) ‘Introduction’, in C.W. Evers and J.D. Chapman (eds), Educational Administration: An Australian Perspective, (Allen & Unwin, Sydney), pp. xi-xvi.

Evers, C.W. and Lakomski, G. (1994) ‘Three dogmas: a rejoinder’, Journal of Educational Administration, 32(4), 28-37.

Lakomski, G. and Evers, C.W. (1994) ‘Greenfield’s humane science’, Educational Management and Administration, 22(4), 260-269.

Evers, C.W. (1994) ‘Administrative decision-making as pattern processing’, in F. Crowther et al (eds.), The Workplace in Education, ACEA Yearbook 1994, (Edward Arnold, Sydney), pp. 266-275.

Walker, J.C. and Evers, C.W. (1994) ‘Research in education: Philosophical Issues’, in T. Husen and N. Postlethwaite (eds), International Encyclopedia of Education (Pergamon Press, Oxford), 2nd Edition, pp. 5021-5031.

Evers, C.W. and Lakomski, G. (1994) ‘Educational administration: ethical and philosophical issues’, in T. Husen and N. Postlethwaite (eds), International Encyclopedia of Education, (Pergamon Press, Oxford), 2nd Edition, pp. 1769-1775.

Evers, C.W. (1993) ‘Hodgkinson on moral leadership’, Educational Management and Administration, 21(4), 259-262.

Evers, C.W. (1993) ‘Analytic and post-analytic philosophy of education’, Discourse, 13(2), 35-45. Reprinted in Hirst, P.H. and White, P. (eds.) (1998) Philosophy of Education: Major Themes in the Analytic Tradition, Volume I, (Routledge, London), pp. 120-132.

Evers, C.W. and Lakomski, G. (1993) ‘Justifying educational administration’, Educational Management and Administration, 21(3), 140-152.

Evers, C.W. and Lakomski, G. (1993) ‘Response to commentaries’, Educational Management and Administration, 21(3), 185-187.

Evers, C. W. and Lakomski, G. (1993) ‘Cognition, values and organizational structure: Hodgkinson in perspective’, Journal of Educational Administration and Foundations, 8(1), 45-57.

Evers, C.W. (1992) ‘Ethics and ethical theory in educative leadership: A pragmatic and holistic approach’, in P. Duignan and R.J.S. Macpherson (eds), Educative Leadership (Falmer Press, London), pp. 21-43.

Evers, C.W. (1992) ‘Education and work: A philosophical perspective’, in M.E. Poole (ed.) Education and Work (ACER, Melbourne), pp. 40-53.

Evers, C.W. (1991) ‘Towards a coherentist theory of validity’, International Journal of Educational Research, 15(6), 521-535.

Evers, C.W. and Lakomski, G. (1991) ‘Educational administration as science: A postpositivist proposal’, in P. Ribbins et al (eds), Developing Educational Leaders (Longman, London), pp. 97-114.

Evers, C.W. (1990) ‘Educating the brain’, Educational Philosophy and Theory, 22(2), 65-80.

Evers, C.W. (1990) ‘Schooling, organisational learning, and efficiency in the growth of knowledge’, in J.D. Chapman (ed.), School-based Decision-making and Management (Falmer Press, London), pp. 55-70.

Evers, C.W. (1990) ‘Ethics and educational administration’, in T. Husen and N. Postlethwaite (eds), International Encyclopedia of Education, Supplementary Volume 2 (Pergamon Press, Oxford), pp. 216-220.

Evers, C.W. (1989) ‘Theory competition and intercultural articulation: Methodological reflections on Louts and Legends’, Educational Philosophy and Theory, 21(1), 78 82.

Evers, C.W. (1988) ‘New frontiers or crossing the bounds of inference?’, Educational Philosophy and Theory, 20(1), 70-73.

Evers, C.W. (1988) ‘Educational administration and the new philosophy of science’, Journal of Educational Administration, 26(1), 3-22.

Evers, C.W. (1988) ‘Policy analysis, values, and complexity’, Journal of Education Policy, 3(3), 223-233.

Walker, J.C. and Evers, C.W. (1988) ‘The epistemological unity of educational research’, in J.P. Keeves (ed.), Educational Research, Methodology, and Measurement: An International Handbook, (Pergamon Press, Oxford), pp. 28-36.

Evers, C.W. and Walker, J.C. (1987) ‘Pyrotechnics defended: A reply to Jim Mackenzie’, Journal of Philosophy of Education, 21(1), 139-142.

Evers, C.W. (1987) ‘Naturalism and philosophy of education’, Educational Philosophy and Theory, 19(2), 11-21.

Evers, C.W. (1987) ‘Epistemology and the structure of educational theory: A comment on the O’Connor/Hirst debate’, Journal of Philosophy of Education, 21(1), 3-13.

Evers, C.W. (1987) ‘Ethics and ethical theory in educative leadership’, in C.W. Evers (ed.), Moral Theory for Educative Leadership, (Victorian Ministry of Education, Melbourne), pp. 3-30.

Evers, C.W. (1987) ‘Philosophical research in educational administration’, in R.J.S. Macpherson (ed.), Ways and Means of Research in Educational Administration, (University of New England, Armidale), pp. 53-77.

Walker, J.C. and Evers, C.W. (1986) ‘Theory, politics, and experiment in educational research methodology’, experiment in educational research methodology’, International Review of Education, 32(4), 373-387.

Evers, C.W. (1985) ‘Hodgkinson on ethics and the philosophy of administration’, Educational Administration Quarterly, 21(4), 27-50.

Evers, C.W. (1985) ‘Realism and the damnably useful: A reply to Phillips’, Access, 4(1), 8-10.

Evers, C.W. (1985) ‘Dali, seafaring, and the unity of knowledge’, Access, 4(1), 1-7.

Walker, J.C. and Evers, C.W. (1984) ‘Towards a materialist pragmatist philosophy of education’, Education Research and Perspectives, 11(1), 23-33.

Evers, C.W. (1984) ‘Epistemology and justification: From classical foundationalism to Quinean coherentism to materialist pragmatism’, in C.W. Evers and J.C. Walker (eds), Epistemology, Semantics and Educational Theory, (Occasional Paper 16, Department of Education, University of Sydney), pp. 1-29.

Evers, C.W. (1984) ‘Extensional semantics and the epistemology of necessary truth’, in C.W. Evers and J.C. Walker (eds), Epistemology, Semantics and Educational Theory, (Occasional Paper 16, Department of Education, University of Sydney), pp. 30-53.

Evers, C.W. (1984) ‘Naturalized epistemology and neural principles of learning: Towards a congruence ’, in C.W. Evers and J.C. Walker (eds), Epistemology, Semantics and Educational Theory, (Occasional Paper 16, Department of Education, University of Sydney), pp. 137-142.

Evers, C.W. (1983) ‘Teaching, intention based research, and physicalism’, Access, 2(2), 1-4.

Evers, C.W. and Walker, J.C. (1983) ‘Knowledge, partitioned sets, and extensionality: A refutation of the forms of knowledge thesis’, Journal of Philosophy of Education, 17(2), 155-170.

Walker, J.C. and Evers, C.W. (1983) ‘Professionalisation and epistemic privilege in the politics of educational research’, Educational Research for National Development (A.A.R.E. Annual Conference Collected Papers, Australian National University, Canberra).

Evers, C.W. and Walker, J.C. (1982) ‘The unity of knowledge’, Access, 1(2), 32-47.

Walker, J.C. and Evers, C.W. (1982) ‘Epistemology and justifying the curriculum of educational Studies’, British Journal of Educational Studies, 30(2), 213-229.

Evers, C.W. (1979) ‘Analytic philosophy of education: from a logical point of view’, Educational Philosophy and Theory, 11(2), 1-16.

Major Addresses

Evers, C. W. (2012) Teacher professional development as critical self-learning Keynote Address, The Scientific Program of the International Forum and Exhibition on General Education, Riyadh, Saudi Arabia, February, 2012.

Evers, CW & Lakomski, G. (2008) Cognition versus emotion? Revising the rationalist model of administrative decision-making. Invited Symposium Address presented at the 13th Annual Values and Leadership Conference, Victoria, British Columbia, Canada.

Evers, CW & Wu, EH. (2005) On generalizing from single case studies: epistemological reflections. Invited Symposium Presentation presented at the Annual Conference of the European Educational Research Association, Dublin, Ireland.

Evers, CW. (2005). On generalizing from single case studies: epistemological reflections, Invited Symposium Presentation, Annual Conference of the British Educational Research Association, University of Glamorgan, Wales, UK.

Evers, CW. (2005) Culture and cognitive pluralism Keynote Address given at the Annual Conference of the Philosophy of Education Society of Australasia, Hong Kong Institute of Education, Hong Kong.

Evers, CW. (2004, June) Philosophical Reflections on Science in Educational Administration, Invited Opening Address given at the International Advanced Forum on Educational Administration, Research Institute of Educational Economics and Administration, Shenyang Normal University, China.

Evers, CW. (2002, February 18) The New Science of Educational Administration. Public Lecture given at the University of Manitoba, Winnipeg, Canada

Evers, CW. (2002, February 19) Putting Abstract Theory into Concrete Practice: The Case of Educational Administration. Public Lecture given at the University of Manitoba, Winnipeg, Canada

Evers, CW. (2002, February 20) Philosophy in Educational Administration, Public Seminar given at the University of Manitoba, Winnipeg, Canada.

Evers, CW. (2001) Leading and Learning in Organizational Contexts: A Contribution from the New Cognitive Science. Invited Symposium Presentation, Division A (Administration) presented at the Annual Meeting of the American Educational Research Association. Seattle, USA

Evers, CW. (2000) Leading and Learning in Organizational Contexts: Extending the Mind, Invited Keynote Address given at the Inaugural Conference, Centre for Organizational Learning and Leadership. University of Melbourne, Australia.

Evers, CW. (2000) Rethinking Educational Administration. Invited Keynote Address given at the Annual Conference of the Korean Society for the Study of Educational Administration. Seoul National University, Seoul, Korea

Evers, CW. (1998) Naturalistic Perspectives in Educational Administration: Cognitive Science. Invited Symposium Presentation, Division A (Administration) given at the Annual Meeting fo the American Educational Research Association. San Diego, USA.

Evers, CW. (1996) Inquiry, Insight and Naturalistic Epistemology, Invited Address given at the Method and Meaning in the Human Sciences: A Cross Disciplinary Conference. University of Newcastle, Newcastle, Australia.

Evers, CW. (1996) Ethics and Context in Educational Leadership. Keynote Address given at the Inaugural Conference of the Centre for Values and Educational Leadership. O.I.S.E./University of Toronto, Canada.

Evers, CW & Lakomski, G. (1995) Science in Educational Administration: A Postpositivist Conception. Invited Address, Division A (Administration) at the Annual Meeting of the American Educational Research Association. San Francisco, USA

Evers, CW. (1994) On Theory in Educational Administration Invited Address given at the International Intervisitation Programme in Educational Administration. O.I.S.E., Toronto, Canada

Evers, CW. (1994) Neural Network Representations of Knowledge. Address given at the Annual Conference of the Philosophy of Education Society of Australasia (PESA). Auckland, New Zealand.

Evers, CW. (1990) Educating the Brain. Keynote Opening Address given at the Annual Conference of the Philosophy of Education Society of Great Britain. Froebel Institute, London, United Kingdom.

Evers, CW & Lakomski, G. (1990) Science in Educational Administration' Address given at the International Intervisitation Programme in Educational Administration. Manchester, United Kingdom

Other Addresses

Evers, CW. (1989) Educating the Brain. Address given at the Annual Conference of PESA. University of Sydney, Australia.

Evers, CW. (1988) Epistemology and Administrative Theory. Address given at the Colloquium at the Department of Social and Cultural Studies. University of New England, Australia.

Evers, CW. (1987) Policy Analysis, Values and Complexity. Address given to the Combined Australian and New Zealand Associations for Research in Education, University of Canterbury. Christchurch, New Zealand.

Evers, CW. (1986) D.C. Phillips on Educational Research - A Response Invited Response to the Keynote Address given at the Annual Conference of PESA, University of New England, Australia.

Evers, CW. (1986) Educational Administration and the New Philosophy of Science Address given at the Annual Conference of PESA. University of New England, Australia.

Evers, CW. (1986) Philosophical Research in Educational Administration. Address given at the Conference on Research on Theory in Educational Administration. University of Tasmania, Australia.

Evers, CW. (1984) Epistemology and the Structure of Educational Theory. Victorian Branch Meeting of PESA.

Evers, CW. (1984) Hodgkinson on Ethics and the Philosophy of Administration. Address given at the Conference on Research on Theory in Educational Administration, Institute of Educational Administration, Geelong.

Evers, CW & Walker, JC. (1983) Professionalisation and Epistemic Privilege in the Politics of Educational Research. Address given at the Australian Association for Research in Education, Australian National University.

Evers, CW & Walker, JC. (1981) Epistemology and Justifying the Curriculum of Educational Studies. Address given at the Colloquium of the Department of Education, University of Sydney.

Evers, CW & Walker, JC. (1980) The Unity of Knowledge. Address given at the Annual Conference of PESA, University of Newcastle

Evers, CW (1978) Analytic Philosophy of Education Address given at the N.S.W. Branch Meeting of PESA, University of Sydney.