Abstract
ABSTRACT The purpose of this review is to explore the position of LPS within the field’s knowledge base, and consistent with the mode of analysis I used in my previous review of LPS, I pose three guiding questions: (1) what was the scholarly contribution of LPS in recent years (2017 onwards)? (2) What is the unique scholarly contribution of LPS within the knowledge base of educational leadership field? (3) What should be the scholarly contribution of LPS in the next decade? A rejoinder to these questions may shed light on the ways in which journal papers generate academic knowledge.
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