Despite unfounded claims that scientific approaches to educational administration are irrelevant, research continues to clarify the nature of administration in practical ways. The author of this essay, a participant in the Cooperative Program in Educational Administration (CPEA) in the 1950's, first critiques Thomas B. Greenfield's 1981 paper, "Can Science Guide the Administrator's Hand?". Greenfield's implication that CPEA was an idealistic program designed to train administrators to approach their tasks as behavioral scientists is completely rejected by the author. He asserts to the contrary that behavioral science research methods provide insight into actual practice, permitting administrators to undertake efforts at improvement on a firmly pragmatic footing. The author then presents his observations on the practical effects resulting from the application of behavioral science research findings to three aspects of school administration: equity in educational finance, the internal dynamics of school boards, and the characteristics of superintendents. The author notes that research leads not only to changes in practice and new conceptions of administration but to new questions for further research. (PGD)