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Two ways of transforming the administrative role to support science in the schoolhouse are presented; one considers the importance of including language in future legislation that acknowledges the role of administrators in school reform, and the other focuses on establishing a national research agenda addressing issues of leadership and special education. I argue that these 2 venues should serve to identify and to stimulate the use of evidence-based administrative practices that ultimately increase educational outcomes for students with LD, improve teacher instruction, and transform the leadership mission.<\/jats:p>","DOI":"10.1177\/00222194040370031201","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"262-269","source":"Crossref","is-referenced-by-count":9,"title":["Transforming Administration to Support Science in the Schoolhouse for Students with Disabilities"],"prefix":"10.1177","volume":"37","author":[{"given":"Mary Lynn","family":"Boscardin","sequence":"first","affiliation":[{"name":"Department of Student Development and Pupil Personnel Services at the University of Massachusetts, mlbosco@ educ.umass.edu"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2004,5,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1177\/002246699302700306"},{"key":"atypb2","volume-title":"Working conditions: Administrator support. 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