This essay addresses changes in perspectives, research, theories, and practices in educational administration. The first part discusses theories and studies of educational administration, taking the position that educational administration is an applied science. That is, most theories in the social sciences, like educational administration, require a process of refinement through revision and extension. This section discusses the development of thought in and research on educational administration, highlighting the differences between four major developments in administrative thought: (1) classical-organizational theory; (2) the human-relations model; (3) the behavioral-science approach; and (4) the post-behavioral-science era. The second part of the paper examines the paradigm shifts in educational administration through the lens of two academic publications, "Educational Leadership Review" and "National Council of Professors of Educational Administration Yearbook." This section examines the goals, styles, editorial philosophy, and editorial requirements of these publications, and the topics of recent editions to show the shifts in approaches to educational administration. Included is a table presenting an overview of the four major developments in administrative thought, and a list of topics in eight issues of "Educational Leadership Review" for 2002 and 2003. (Contain 14 references.) (WFA)