Educational Administration Quarterly Research Articles

Where Does the Future of an Intellectual Structure of the EAQ Corpus Lie? A Response to Hallinger et al.'s Empirical Reflection

Purpose: This response cautions against narrowly interpreting Hallinger's bibliometric findings on the intellectual structure and impact of Educational Administration Quarterly (EAQ). It highlights two main issues when using citations to measure influence. Response Argument: First, citations reflect a variety of motivations beyond acknowledging intellectual contribution, such as persuasion, allegiance-signaling, and preferential attachment. The sleeping beauty phenomenon and citation bias can further distort the interpretation of bibliometric findings. Second, setting thresholds for co-citation networks renders the periphery invisible; however, the periphery contains anomalies that could spur future paradigm shifts. Implications: The response urges embracing diverse views and nuanced interpretations to prevent perpetuating existing inequalities.

Response to Commentaries on An Empirical Reflection on Educational Administration Quarterly's Distinctive Contributions to the Field, 1965–2020

Response to Commentaries on An Empirical Reflection on <i>Educational Administration Quarterly's</i> Distinctive Contributions to the Field, 1965–2020

Edifying the Body: Troubling Notions of Impact When Discussing EAQ's Intellectual Structure

An Empirical Reflection on Educational Administration Quarterly’s Distinctive Contributions to the Field, 1965–2020 evaluated the impact of Educational Administration Quarterly using bibliometrics (EAQ). The authors in an analysis of articles from 1965 to 2020 highlighted scholars who made significant contributions to the journal. The outcomes, together with the most cited EAQ articles were then leveraged to infer the corpus’ essential features. While the information presented was important there were some key issues the interpretation. In this response, I questioned the concept of impact through a discussion of bias in citations and examined some of the limitations of the authors’ conception of social justice work, one of the schools of thought mentioned in the EAQ Intellectual framework.

한국과 미국의 교육리더십 연구동향 분석: 교육행정학연구와 EAQ를 중심으로

한국과 미국의 교육리더십 연구동향 분석: 교육행정학연구와 EAQ를 중심으로

Toward Decolonizing Our Scholarship and Discourses: Lessons From the Special Issue on Decoloniality for EAQ

Members of the Educational Administration Quarterly (EAQ) internal editorial team took a critical look at the publication record of our journal with respect to epistemological plurality over the past 10 years. Our goal was to identify international publication trends and highlight how pluralized the research frames are within EAQ. Data overwhelmingly show that EAQ is a largely U.S.-centric publication, even when the topics explored touch on critical or epistemological concerns. The implications of these findings are discussed.

Analysis of Articles Published in 2019 and 2020 within the Scope of Education Policies, Management, and Leadership

This research aimed to evaluate the research articles in the journals Educational Administration Quarterly (EAQ), Educational Management Administration &amp;amp; Leadership (EMAL), and Educational Policy (EP) according to the theme, method, quality, and quantity of the articles published in 2019 and 2020. The data used in the research were collected by document analysis, one of the qualitative research techniques. The data was analyzed with the help of frequency and categorical analysis using the descriptive analysis method. In this study, the following themes were predetermined as research design and method, purpose and subject, study group, and analysis of data. As a result of the analysis, it was observed that in recent years qualitative research has dominated in educational research, content and document analysis has gained weight in the analysis of research, different sub-leadership titles have increased in the main theme of leadership in research issues, and new topics have been included in a problem-based broad school perspective. It was concluded that teachers, school administrators, students, and documents related to school processes were treatedas the study group, and, in general, document analysis and accordingly content analysis were used in the analysis of the data. It was observed that the largest number of articles published in the journals came from North America, particularly the USA while a certain proportion of research took place in other parts of the world. The findings can be interpreted as guiding researchers and practitioners in the field of educational policies, management, and leadership. According to these results, it is suggested that publications in the field should be published in journals that guide education policies by using a mixed pattern in the focus of school and school stakeholders, and such publications should be conducted in the local and regional context.

Studi Literatur Pengaruh Musik Instrumentalterhadap Kondisi Burnout Syndrome Pada Dosen Perguruan Tinggi

Based on education level, several studies have found that the higher the level of education, the higher the burnout rate. This is possible because someone with a higher level of education, works with greater responsibility and a high level of stress. This study aims to obtain an overview of the influence of instrumental music and work stress on the Burnout Syndrome condition of university lecturers, both public and private. This research uses literature study methods on electronic databases, such as: Educational Administration Quarterly Journal, Research in Education, Active Learning in Higher Education SAGE Journals, Indonesian Psychology Journal, Undip Psychology Journal, Theoretical and Applied Psychology Journal, Psychology Science Journal, Psychology Journal Scientific, Interventional Psychology Journal, Psychological Research and Thought Journal, Mulawarman University Psychostudia Journal, UMA Psychology Masters Journal, Psychopoly Tan from 2003-2019. Several studies discuss burnout in terms of other factors, social support, self-efficacy, self-concept, self-regulation, gratitude, professional identity, life pressure, consciousness personality dimensions, role ambiguity, and workload.

Theory Amid Policy and Practice: A Typology of Theory Use in Educational Leadership Scholarship

In the field of educational leadership, there is some work around the preferred theories of scholars, but little to no research on how the chosen theories are subsequently applied. Better understanding the purpose, role, and depth of how theory is used in educational leadership can help inform the teaching and mentorship of aspiring leaders and scholars. To examine the nature of theory use in educational leadership, we applied Dressman’s typology of theory use in literacy (2007), to 47 policy and practice-oriented articles in Educational Administration Quarterly. We found similar patterns to Dressman’s typology, but also important differences. Implications are discussed.

Analysis on Educational Administration Research Trend in US: Focusing on ‘Educational Administration Quarterly(2000-2017)’

Analysis on Educational Administration Research Trend in US: Focusing on ‘Educational Administration Quarterly(2000-2017)’

The Panorama of the Last Decade’s Theoretical Groundings of Educational Leadership Research: A Concept Co-Occurrence Network Analysis

Purpose: Given the essential role of theories in research, this study aims to identify the theories and concepts undergirding educational leadership research, illuminate the interconnections among them, and examine the evolution of the theoretical groundings of the field from 2005 to 2014. Methods: This study constructed a concept co-occurrence network, in which the nodes represent all the framing concepts that theoretically framed the 1,328 articles published in four leading educational leadership research journals ( Educational Administration Quarterly, Journal of Educational Administration, Educational Management Administration &amp; Leadership, and Journal of School Leadership) over the past decade and the ties link the concepts that co-occur in an article. The reference frequency and centrality measures were used to identify the influential concepts. Next, the k-core analysis was performed to visualize the interconnections among the concepts. Moreover, a series of network cohesion measures were used to detect the changes in conceptual cohesion over the past decade. Findings: While 295 framing concepts guided the educational leadership empirical studies, a small number of concepts exerted a disproportionately large influence on the research. Furthermore, these influential concepts closely interplay with one another, and the strongest interconnection was seen between the concepts of leadership approaches and organizational perspectives. Last, the increasingly pluralistic theoretical foundation did not yield the growing conceptual cohesion in educational leadership. Implications: This study for the first time elucidates the structure and evolution of the theoretical groundings of educational leadership research, laying the foundation for further theory development and inviting researchers to bring conceptual cohesion to this field through integrating concepts, allowing random ideas to mutate, and developing new theories.

Toward Understanding Trust: A Response to Adams and Miskell

Purpose: Trust is a key component of successful schools. Although scholars widely agree that trust is multifaceted, there is less agreement about the number and nature of these factors. In the October 2016 issue of Educational Administration Quarterly, C. M. Adams and Miskell argued that their Teacher Trust of District Administration Scale provided evidence that trust is a single factor that cannot be unpacked, and that our three-factor theory of trust, which asserts that trust involves the discernment of benevolence, competence, and integrity, is invalid. We find multiple conceptual and methodological flaws in their reasoning. Method/Approach: We analyze data provided by C. M. Adams and Miskell that were used in their original 2016 article. The data set includes responses from 606 teachers in 72 schools to the 10 survey questions that comprise the Teacher Trust of District Administration Scale. We reproduce and critique the results of four models presented, and corrected, by C. M. Adams and Miskell, and present an alternative second-order model of trust with three first-order factors representing benevolence, competence, and integrity. Findings and Implications: Consistent with theory, we find that trust is more appropriately modeled as a multifactor construct. A multifactor model of trust is not merely an advance in measurement, it has important, actionable implications for research and practice. Measuring trust as a second-order factor, with first-order factors benevolence, competence, and integrity, positions us to make more nuanced judgements about trust, more easily diagnose problems, and prescribe interventions needed to develop, maintain, or repair trust in schools.

Automated Text Data Mining Analysis of Five Decades of Educational Leadership Research Literature

Purpose: The purpose of this study is to describe the underlying topics and the topic evolution in the 50-year history of educational leadership research literature. Method: We used automated text data mining with probabilistic latent topic models to examine the full text of the entire publication history of all 1,539 articles published in Educational Administration Quarterly ( EAQ) from 1965 to 2014. Given the computationally intensive data analysis required by probabilistic topic models, relying on high-performance computing, we used a 10-fold cross-validation to estimate the model in which we categorized each article in each year into one of 19 latent topics and illustrated the rise and fall of topics over the EAQ’s 50-year history. Findings: Our model identified a total of 19 topics from the 1965 to 2014 EAQ corpus. Among them, five topics—inequity and social justice, female leadership, school leadership preparation and development, trust, and teaching and instructional leadership—gained research attention over the 50-year time period, whereas the research interest appears to have declined for the topic of epistemology of educational leadership since the 2000s. Other topics waxed and waned over the past five decades. Implications: This study maps the temporal terrain of topics in the educational leadership field over the past 50 years and sheds new light on the development and current status of the central topics in educational leadership research literature. More important, the panoramic view of topical landscape provides a unique backdrop as scholars contemplate the future of educational leadership research.

Statistical applications in two leading educational administration journals

PurposeThe purpose of this study was to review research published by Journal of Educational Administration (JEA) and the Educational Administration Quarterly (EAQ) over the past ten years to examine the type of research reported and to determine if confidence intervals and effect sizes were being reported as recommended by the American Psychological Association (APA) Publication Manual.Design/methodology/approachThe authors examined 95 volumes of the identified journals over the most recent ten‐year timeframe. Each empirical study was coded for decisions made during the analysis and information reported. A total of 473 journal articles were examined and included in the study. Descriptive measures were employed to provide insight into the use and frequency of reported confidence intervals, effect sizes, and the type of research that is currently published.FindingsThe results indicated that effect size was being reported in the majority of quantitative studies with limited interpretation. In contrast, no quantitative study examined over the ten‐year timeframe reported confidence intervals despite the recommendations of the APA Task Force on Statistical Inference and guidelines outlined in the most recent edition of the APA Publication Manual. Recommendations for statistical reform in reporting quantitative results in the JEA and EAQ are presented and future direction is discussed.Originality/valueThis paper is valuable for researchers wanting to place their findings in the proper context. By not reporting confidence intervals and effect size information, one does not know the true meaning of their results.

The William J. Davis Award

Purpose: This article provides an analysis of articles winning the William J. Davis Award in Educational Administration Quarterly ( EAQ) from its start in 1980 through 2007. Findings: Information is presented on data relating to two guiding questions: (a) What themes or trends have emerged over time in Davis Award—winning articles? (b) What impact have Davis Award—winning articles had on the field relative to other EAQ articles? Conclusions: Based on patterns that emerged from the data, ideas for continued changes in EAQ's editorial policies relating to the award are explored.

Educational Administration Quarterly, 1979-2003: An Analysis of Types of Work, Methods of Investigation, and Influences

Purpose: The objective of this article is to provide an analysis of articles in Education Administration Quarterly (EAQ) over the 25-year period 1979-2003. Approach: The approach is document analysis. Findings: Information is presented on four key themes: (a) types of articles published; (b) methodologies employed; (c) topic areas emphasized; and (d) books and articles exerting considerable influence. Implications: Based on publication patterns, questions are framed that could help shape editorial policy in EAQ . In addition, areas of work that merit greater attention are noted.

Assessing Influence on the Field: An Analysis of Citations to Educational Administration Quarterly, 1979—2003

Study Purpose: This article examines the influence of Educational Administration Quarterly (EAQ) on the scholarly literature in education during the 25-year period 1979 to 2003. This article continues part of the first critique of EAQ conducted by Roald Campbell in 1979. Study Methods: Two citation measures are used in this study to assess EAQ influence: (a) citation frequency, the total citations counts to EAQ articles found in the Web of Science database and (b) the impact factor, a ratio of citations to articles published that is calculated as part of the Journal Citation Reports . Study Findings: The findings point to three conclusions: (a) EAQ's substantive, ongoing influence on the scholarly education literature is limited to a small percentage of its published articles, which are cited predominantly by subsequent articles in EAQ; (b) this level of influence, though perhaps not the form, appears to be generally comparable to the level of other scholarly education journals with a solid academic reputation; and (c) EAQ appears to be statistically among the top tier of influential scholarly journals in education, but below the most influential. Overall, EAQ's influence on the scholarly education literature has improved since the first critique published in 1979.

A Call for Statistical Reform in EAQ

Purpose: The purpose of this study was to review research published by Educational Administration Quarterly (EAQ ) during the past 10 years to determine if confidence intervals and effect sizes were being reported as recommended by the American Psychological Association (APA) Publication Manual .Research Design: The author examined 49 volumes of the journal, which included 245 articles from the most recent 10-year time frame. As the debate on statistical reform is focused on reporting confidence intervals and properly interpreting p values and null hypothesis statistical testing (NHST), the author examined all empirical studies from the 10-year time frame to determine if confidence intervals were included in the results and, if so, interpreted correctly. Because effect size measures are, alongside confidence intervals, at the heart of statistical reform goals in psychology, the author also examined effect-size practices in EAQ. Descriptive statistics (frequencies and percentages) were utilized to report the findings of the analysis.Findings: The results of the descriptive analysis indicated that effect sizes were being reported in the majority of quantitative studies with limited interpretation. In contrast, no quantitative study examined from the 10-year time frame reported confidence intervals, despite the recommendations of the APA Task Force on Statistical Inference and guidelines outlined in the most recent edition of the APA Publication Manual . Recommendations for statistical reform in reporting quantitative results in EAQ are presented, and future direction is discussed.

The Professoriate, the Practitioners, and ‘Their’ Periodicals

Mr. Zirkel's survey leads him to conclude that, with the exception of their high regard for Educational Leadership and the Kappan, superintendents and professors of educational leadership aren't on the same page. ********** BASED on a series of surveys, Public Agenda reported in Different Drummers that there was an often staggering disconnection between professors of teacher education and public school teachers in their respective views of public education. This finding led to a public debate in the pages of Education Week as to the value of teacher training. (1) Is there a similar disconnection in the field of educational leadership between academics and practicing administrators? One of the ways of addressing this issue is to explore which professional periodicals the members of these two groups choose to read and how they rate them for quality. PREVIOUS RESEARCH Several studies have examined the value of professional periodicals to professors or practitioners in various fields, with the typical measures being ratings of perceived quality (referred to here as rankings) or self-reports of actual usage (referred to here as readings). For the field of educational leadership, one line of studies has explored the rankings (2) or both rankings and readings (3) of professors. Another line of inquiry has explored the readings (4) or both readings and rankings (5) of school superintendents. However, none systematically compared the reading habits and the rankings of educational leadership professors and the superintendents. EXPLORATORY COMPARISON As an initial exploration of academics' and administrators' rankings and readings of educational leadership periodicals, this study compares the results of Russell Mayo and Perry Zirkel's 2002 national survey of school superintendents with those of a subsequent survey of faculty members at the institutions in the University Council of Educational Administration (UCEA). (6) Both studies used the same survey instrument. The results are only exploratory, because the response rates were relatively low--30% for the professors and 38% for the superintendents. The first item on the survey required respondents to choose the five best periodicals in educational leadership from a list of 34 and then rank them from 1 to 5 (with 5 being the highest rating). Additional spaces were provided for write-in choices. The results, summarized in Figure 1, show that the professors' top choices were largely refereed journals: Educational Administration Quarterly (EAQ), American Educational Research Journal (AERJ), Educational Evaluation and Policy Analysis (EEPA), Journal of School Leadership (JSL), and Educational Researcher (ER). The superintendents' top choices for these quality rankings were largely nonrefereed magazines: School Administrator (SA) and the American School Board Journal (ASBJ). The two notable exceptions, serving as a bridge between the exclusive choices of each group, were Educational Leadership (EL) and the Phi Delta Kappan (PDK), both of which are nonrefereed but highly selective in terms of their ratio of submissions to acceptances and more scholarly and in-depth in terms of their articles. Another survey item asked the respondents to list the educational leadership periodicals that they read regularly. The results, summarized in Figure 2, show three groupings of periodicals, with more overlap than is apparent in Figure 1. The first group are refereed journals, which--again--were exclusive to the professors; the additions to those in Figure 1 were the Review of Educational Research (RER), Teachers College Record (TCR), the Harvard Educational Review (HER), and the Journal of Staff Development (JSD). The bridge journals--Educational Leadership and the Kappan--were not only common to but also read regularly by the highest percentages of both the professors and the superintendents. The third group of periodicals were nonrefereed practitioner magazines, with School Administrator and American School Board Journal having shared, albeit secondary, readership among professors; the two additions were the secondary principals' NASSP Bulletin (NB) and its elementary principals' counterpart, Principal (PR) magazine, which were choices for the professors, not the superintendents. …

Index to Educational Administration Quarterly Volume 42

Index to Educational Administration Quarterly Volume 42

Index to Educational Administration Quarterly

Index to Educational Administration Quarterly