Educational Leadership as a Field of Study: Professional Journals 1994–2006

Thomas, Alan R.

doi:10.1016/b978-0-08-044894-7.00416-4

Cited by 15 publications

(9 citation statements)

References 36 publications

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“…The similarities between EA and OB Let us start the comparison between EA and OB by illuminating the insights we gain from reading scholarly works written about these two fields of study by their members (e.g. in EA: Gibton, 2003;Heck, 2006;Oplatka, 2010;Ribbins, 2006;Thomas, 2010, in OB see the introduction above). Several common elements arise from this reading.…”

Section: Scholarly Identity Of Eamentioning

confidence: 99%

“…An analysis of EA knowledgebase conducted in previous reviews about EA, and the search for similar contents in journals of OB, helps illustrate this issue. Thus, from diverse reviews published since 2001 in EA we are exposed to a host of studies conducted about school effectiveness and improvement, accountability, governance and education, parents and schools, marketing, assessment and evaluation, professionalism, gender, diversity, racism, training, strategic planning, resource management, instructional leadership, leadership development, middle management, moral aspects of administration, leadership for social justice, teaching and learning in schools, distributed leadership, school finance, legal considerations of education, information technology, educational policy, supervision, career development, management strategies, and so on (Bush and Crawford, 2012;Murphy et al, 2007;Oplatka, 2010Oplatka, , 2012Thomas, 2010). Similar topics appear also in new editions of textbooks in EA (e.g.…”

Section: Jea 521mentioning

confidence: 99%

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Differentiating the scholarly identity of educational administration

Oplatka

2014

Journal of Educational Administration

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Purpose – The purpose of this paper is to sharpen the intellectual identity of the field of educational administration (EA) and to understand its scholarly boundaries by comparing between the writings of this field and those of the field of organisational behaviour (OB), an area of study usually located in faculties of management, and share many commonalities with EA. Design/methodology/approach – A qualitative content analysis of textbooks and journal papers in OB and EA, reading of previous writings that revolved around the epistemological dimensions of these fields. Findings – The author sheds light on the theoretical and empirical distinctions of OB and EA historically and provides insight into the distinctive intellectual identity of the latter field during the 2000s. A special attention is given to paradigms and theories in EA imported to the field from outside and transformed in a way that specify the unique identity of EA in the academic world. Originality/value – This comparison is warranted in order to clarify more profoundly the unique contributions of EA, both theoretically and practically, to emphasise the differences that separate it from other disciplines, and to legitimate its independent position in higher education.

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Section: Scholarly Identity Of Eamentioning

confidence: 99%

Section: Jea 521mentioning

confidence: 99%

Differentiating the scholarly identity of educational administration

Oplatka

2014

Journal of Educational Administration

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“…I conducted a similar study 20 years later. In a contribution to the International Encyclopedia of Education (Thomas, 2010) entitled “Educational leadership as a field of study: professional journals 1994‐2006”, I classified all articles that had been published during this period in general (as distinct from special or thematic) issues of the JEA . The 274 articles identified, classified according to a comprehensive methodology, revealed the top ten categories through this period to be:principals;public schools;comparative/international practices;teachers;higher education;values/ethics;organisation theory;stress/anxiety;gender/woman in educational administration; andreform/restructure/change and students (eq.…”

Section: Emerging Themesmentioning

confidence: 99%

“…Almost a decade later Oplatka (2009) analysed in detail “scholarly articles about educational administration as a field of study” in the “three oldest and most dominant refereed journals” – JEA, EAQ and EMAL (the same three journals used in my study; see Thomas, 2010). This study, asked inter alia what does a historical review of this kind amount to?…”

Section: Evaluations Of the Journalmentioning

confidence: 99%

Succeed or else!

Thomas

2012

Journal of Educational Admin

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PurposeThe purpose of this paper is to identify the key individuals, associations and significant events contributing to the establishment and first 50 years of successful publication of the Journal of Educational Administration.Design/methodology/approachThis paper is historical in design. Information relevant to its 50 years of publication has been obtained from the JEA's 172 Editorials and from minutes of Editorial Advisory Board and Management Committee meetings, supplemented by personal editorial memoranda.FindingsRecognised as one of the leading generalist international journals in its field, the Journal of Educational Administration has until recently been edited in Australia. The most eminent international scholars in the field have published in the JEA throughout its lifetime. Esteemed scholars have also occupied positions on its Editorial Board. The JEA has enjoyed close and supportive associations with several prominent professional organisations including UCEA and CCEA.Research limitations/implicationsThis paper does not include detailed information about the content of the almost 1,000 articles published throughout its history. This is the subject of other specific research undertakings.Originality/valueThe JEA was the first generalist international journal in the field of educational administration. Its first volume appeared in 1963. It has reached the age of 50 years and hence this paper's report of such may provide a basis for similar studies of other journals as they achieve significant milestones.

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“…Part of the field's intellectual identity and boundaries is simply generated by what its members publish and where they do so (Rodgers and Rodgers, 2000) -both in books and academic journals. Such journals present an arena where dialogue about knowledge production and the nature of the field takes place (Gunter, 2002), as well as reflecting and defining lines of inquiry developed by those in the field (Immegart, 1990;Thomas, 2010). The journals, in turn, "renew" the field's discourse and "tell" us the story of the field's historical development.…”

Section: Introductionmentioning

confidence: 99%

Fifty years of publication

Oplatka

2012

Journal of Educational Administration

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Purpose -The purpose of this paper is to identify the legacies of the Journal of Educational Administration ( JEA) since its foundation in 1963 to the present (2011) and to illuminate the main contributions of the Journal to the academic field of educational administration (EA) worldwide. Design/methodology/approach -The method employed in analysing the Journal's articles was "qualitative content analysis" which includes constant comparisons for discovering patterns, emphases and themes in an array of documents. The first stage of analysis included extensive reading, sorting and searching through the Journal's abstracts resulting in the coding of categories, key words and themes. In the second stage, themes and categories were identified and compared until main themes and sub-categories in each abstract emerged. Findings -The paper traces the Journal's legacies in every decade since its foundation, and highlights the dynamic nature of this publication. Likewise, the dominance of the "empirical legacy" as compared to the other five legacies is emphasised, and the rise and fall of different topics and perspectives throughout the years are illuminated. Some thoughts about plausible future directions of the Journal conclude the paper. Originality/value -The historical review provides an opportunity to glean information about the distinctive intellectual identity of the field of EA. Likewise, reviewing existing research and scholarship in the JEA may increase our intellectual and theoretical understanding of the ways by which the scholarly boundaries of EA as a field of study have been shaped and reshaped, after all, JEA has long been an outlet for hundreds of works from the four corners of the earth.

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Educational Leadership as a Field of Study: Professional Journals 1994–2006

Cited by 15 publications

References 36 publications

Differentiating the scholarly identity of educational administration

Differentiating the scholarly identity of educational administration

Succeed or else!

Fifty years of publication

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