My research is framed by what has been called the ‘theory turn’ in educational leadership studies (1, 2). This orientation follows from the work of the Theory Movement, T.B. Greenfield, and the Deakin School.

The theory turn is a broad church, that encompasses naturalistic, social, and critical approaches to theory. My own approach to theory draws on history.

I suggest that these diverse positions are united by the following four commitments:

1. Theory is practical
   Theories are modes of organising practice.
2. Theory is how schools make sense
   It lays out how schools are, and how we interact with them.
3. Theory professionalises
   It makes school conduct into technique, and makes school discourse into expertise.
4. Theory integrates
   It connects both professional and discursive practice, and sets up a common language so they are about the ‘same thing.’