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Article
Publication date: 4 March 2014

Miantao Sun

The purpose of this paper is to review the achievements of Chinese educational management in the past 30 years, conclude the characteristics of Chinese educational management and…

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Abstract

Purpose

The purpose of this paper is to review the achievements of Chinese educational management in the past 30 years, conclude the characteristics of Chinese educational management and indicate the problems of Chinese educational management and the countermeasures.

Design/methodology/approach

This paper reviews the research of educational management in China in the past 30 years from four aspects: research purpose, research methods, research contents and disciplinary system.

Findings

The paper sums up the main achievements, the main characteristics and the main problems of Chinese educational management in the past 30 years. It suggests that the disciplinary relationship should be further clarified; the role of disciplinary research accomplishments has to be further developed and the specialization level in disciplinary research needs to be further improved.

Practical implications

This paper indicates the direction for the construction of Chinese educational management in the future: to further clarify the relationship among related disciplines; to put the role of the research results into full play; to further improve the specialization level of disciplinary research.

Originality/value

This paper contributes to the construction of Chinese educational management both theoretically and practically.

Details

International Journal of Educational Management, vol. 28 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 April 2002

Lydia L. Lange

Can the journal impact factors regularly published in the Journal Citation Reports (JCR) be shaped by a self‐fulfilling prophecy? This question was investigated by reference to a…

1143

Abstract

Can the journal impact factors regularly published in the Journal Citation Reports (JCR) be shaped by a self‐fulfilling prophecy? This question was investigated by reference to a journal for which incorrect impact factors had been published in the JCR for almost 20 years: Educational Research. In order to investigate whether the propagation of exaggerated impact factors had resulted in an increase in the actual impact of the journal, the correct impact factors were calculated. A self‐fulfilling prophecy effect was not observed. However, shows that the impact factors for Educational Research published in the JCR were based on calculations that erroneously included citations of a journal with a similar title, Educational Researcher, which is not included in the JCR. Concludes that published impact factors should be used with caution.

Details

Journal of Documentation, vol. 58 no. 2
Type: Research Article
ISSN: 0022-0418

Keywords

Open Access
Article
Publication date: 4 August 2022

Erik Nylander and Jason Tan

With the advancement of novel forms of text mining techniques, new possibilities have opened up to conduct large-scale content analysis of educational research from an…

1188

Abstract

Purpose

With the advancement of novel forms of text mining techniques, new possibilities have opened up to conduct large-scale content analysis of educational research from an international and comparative perspective. Since educational research tends to convey great variation based on country-specific circumstances it constitutes a good testbed for context-rich depictions of the knowledge formation within a given research field.

Design/methodology/approach

In this article, the authors compare the educational research that has been produced by scholars in Singapore and Sweden. The article begins by providing a rich overview of what has characterised the formation and institutionalization of educational research in public policy. After this background they map the knowledge formation of education by means of a comparative bibliometric approach using words from abstracts, titles and keywords published in 9017 peer-reviewed articles between 2000 and 2020. First, the authors describe the dominant topics in each country using topic modelling techniques. Secondly, the authors identify the most distinguishing discourses when comparing the two countries.

Findings

The findings illustrate two ideal-types for conducting educational research: Singapore being more centralised, practically-oriented, quantitative and uncritical, whereas Sweden is decentralised, pluralistic, qualitative and critical in orientation. After having mapped out the prevailing topics among researchers working in these locations, the authors connect these findings to larger debates on rivalling knowledge traditions in educational scholarship, the role of the state and the degree of autonomy within higher education.

Originality/value

Through large scale text mining techniques, researchers have begun to explore the semantic composition of various research fields such as higher education research, research on lifelong learning, or social science studies. However, the bibliometric method has also been criticised for creating “mega-national comparisons” that suffer from a lack of understanding of the national ramifications of various research pursuits. The authors’ study addresses these shortcomings and provides a rich depiction of educational research in Singapore and Sweden. It zooms in on the relationship between each country's institutional histories, research priorities and semantic output.

Details

International Journal of Comparative Education and Development, vol. 24 no. 3/4
Type: Research Article
ISSN: 2396-7404

Keywords

Article
Publication date: 1 April 2020

Robert Donmoyer

This paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at…

Abstract

Purpose

This paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at the start of the twenty-first century was not really “new wine in new bottles” but, rather, a continuation of the so-called paradigm wars about, ultimately, unresolvable methodological and epistemological issues that occurred during the twentieth century; (2) to suggest a way members of the educational administration field might transcend, or at least circumvent, time-consuming and distracting battles about unresolvable methodological and epistemological issues in the future while keeping their focus on issues of practice.

Design/methodology/approach

This is a quasi-historical essay that uses influential literature during the historical periods focused on as evidence to support the essay's arguments.

Findings

The paper demonstrates that twentieth century philosophical disagreements about research methods and the role that educational research can play in policy and practice decision making were not resolved but, rather, were largely reenacted during the first decade of the twenty-first century, again without a resolution. The paper proposes a way that administrators, policymakers and researchers can manage this situation and still use research to make policy and practice decisions.

Practical implications

The paper suggests a new role for both school administrators and policymakers to play. If administrators/policymakers play this role successfully, all types of research can inform decision making about policy and practice, and researchers can concentrate on doing their research rather than engaging in unresolvable philosophical disputes.

Originality/value

Although a great deal has been written about the twentieth century's theory movement and paradigm wars and the twenty-first century's so-called science wars, the link between these phenomena has not been discussed in the literature. In addition, there have been few attempts to articulate an operational strategy for managing unresolvable philosophical disputes about research methods and the role that research can play in decision making. This paper tackles both matters.

Details

Journal of Educational Administration, vol. 58 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 15 March 2013

Philip Hallinger

The purpose of this paper is to present a framework for scholars carrying out reviews of research that meet international standards for publication.

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Abstract

Purpose

The purpose of this paper is to present a framework for scholars carrying out reviews of research that meet international standards for publication.

Design/methodology/approach

This is primarily a conceptual paper focusing on the methodology of conducting systematic reviews of research. However, the paper draws on a database of reviews of research previously conducted in educational leadership and management. In a separate effort, the author identified 40 reviews of research that had been published in educational leadership conducted over the past five decades. The paper draws upon narrative examples from the empirical review as a means of clarifying and elaborating on the elements of the conceptual framework. The paper also refers to specific findings from the earlier paper in order to illustrate broader trends with respect to how the various elements of the framework have been employed in exemplary reviews.

Findings

As scholars working across a broad range of scientific fields suggest, high quality reviews of research represent a potentially powerful means of reducing the gap between research and practice. Yet, the quality of research reviews conducted in educational leadership and management remain highly variable in methodological rigor. This paper provides a conceptual framework and language that scholars might use to guide the conduct and evaluation of future research reviews in educational leadership and management.

Research limitations/implications

The contribution of this paper lies first in highlighting the need for scholars to employ systematic methods when conducting research reviews in educational leadership and management. Beyond this broad purpose, the paper provides a framework for decision‐making at different points in the review process, and a set of criteria or standards by which authors, readers and reviewers can judge the quality of a research review. It is hoped that this conceptual framework can provide useful methodological guidance that will enhance longstanding efforts in our field to advance knowledge in a more systematic and coherent fashion.

Originality/value

This originality of this paper lies in its adaptation and application of recent methodological advances in conducting reviews of research across the natural and social sciences to the field of educational leadership and management. A search of core journals in educational leadership and management found not a single paper that discussed methods of conducting reviews of research. The paper offers a clear framework that will allow future scholars in educational leadership and management to improve the quality of their research reviews.

Details

Journal of Educational Administration, vol. 51 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 8 August 2016

Sean C. Duncan

Games and learning research has diverged into “games for learning” and “games as learning” research. This paper aims to provide a third framing, “games with learning”, that can…

Abstract

Purpose

Games and learning research has diverged into “games for learning” and “games as learning” research. This paper aims to provide a third framing, “games with learning”, that can help address the lived experiences learners have with these media outside of formal, instructional contexts.

Design/methodology/approach

This paper is a critical analysis of the current games and learning field, considering what has been missed by recent research in the field and how we might benefit from further consideration of what Bernard Suits calls the “lusory attitude” or voluntary choice to accept inefficiencies in achieving goals. The paper analyzes dominant rhetoric of educational game research, with the intent of revealing the implicit assumptions about play and choice that much recent “games for learning” and “games as learning” work may have ignored.

Findings

The paper reveals that the further consideration of learning through extant play with games (characterized here as “games with learning”) can be a means of shifting the direction of educational games research toward investigations of how games are played “in the wilds” of out-of-school contexts. The paper advocates for a shifting of focus from compulsory contexts to the study of voluntary game play.

Social implications

The paper argues for the complex value of games and gameplay in non-institutional settings, and advocates for further research to understand games in non-institutional spaces.

Originality/value

The key argument is that games and learning to date has focused inordinately on how games can further educational design, rather than how the use of games can reveal important new contexts for learning.

Details

On the Horizon, vol. 24 no. 3
Type: Research Article
ISSN: 1074-8121

Keywords

Book part
Publication date: 17 December 2016

Lionel C. Howard and Arshad I. Ali

In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of…

Abstract

In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).

Details

New Directions in Educational Ethnography
Type: Book
ISBN: 978-1-78441-623-2

Keywords

Book part
Publication date: 26 July 2014

Jochen Gläser, Enno Aljets, Adriana Gorga, Tina Hedmo, Elias Håkansson and Grit Laudel

The aim of this article is to explain commonalities and differences in the responses of four national educational science communities to the same external stimulus, namely…

Abstract

The aim of this article is to explain commonalities and differences in the responses of four national educational science communities to the same external stimulus, namely international comparative large scale student assessments that offered vastly improved comparability of national results from the beginning of the 1990s. The comparison shows the epistemic traditions of educational research in the four countries and properties of the data produced by the international comparative studies to be the central explanatory factors for commonalities and differences of responses to the new studies.

Details

Organizational Transformation and Scientific Change: The Impact of Institutional Restructuring on Universities and Intellectual Innovation
Type: Book
ISBN: 978-1-78350-684-2

Keywords

Article
Publication date: 1 March 1990

Cecil Miskel

The intention is to review the literature dealing with the role andstatus of research in preparation programmes for educationaladministrators, and to generate alternative ways to…

Abstract

The intention is to review the literature dealing with the role and status of research in preparation programmes for educational administrators, and to generate alternative ways to incorporate research into the programmes. To guide the reviews and to generate alternatives, a framework consisting of three categories is used – a historical perspective, the knowledge base and faculty orientations. A primary conclusion is that educational administration must not only improve the quality and increase the quantity of research, but programmes must also be changed to include research in central and coherent ways.

Details

Journal of Educational Administration, vol. 28 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 9 August 2013

Philip Hallinger and Darren Bryant

The purpose of this paper is to gain perspective on the extent to which the vision for knowledge production in East Asia set forth by Bajunid, Cheng, Hallinger, Walker, Dimmock…

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Abstract

Purpose

The purpose of this paper is to gain perspective on the extent to which the vision for knowledge production in East Asia set forth by Bajunid, Cheng, Hallinger, Walker, Dimmock and others almost 20 years ago has been fulfilled. The authors undertook an effort to map the terrain of knowledge production in educational leadership and management in East Asia since the year 2000. Their method of mapping this terrain involves the analysis of trends in publication of articles about and/or from East Asia in eight core educational leadership and management journals.

Design/methodology/approach

The authors’ methodology employed a descriptive, quantitative form of literature review. They identified a clearly delimited body of literature, comprised of all articles published about or from East Asia between 2000 and 2011 in eight core educational leadership and management journals. Then they employed a systematic search for information within that literature and analyzed trends across the studies. This allowed them to map the terrain of recent research on educational leadership and management within East Asia.

Findings

The volume of knowledge production from East Asia between 2000 and 2011 consisted of less than 6 per cent of total output in the relevant journals. Although there was a discernible increase in the annual rate of publication over the course of the 12‐year period, the authors treat the increase as relatively unimportant given the small volume. A substantial majority of the publications not only came from a few societies, but from a small number of universities. Citation analyses were highly consistent with all of the above trends, and reinforced a picture of limited impact.

Research limitations/implications

The authors’ study focused on a clearly delimited region, East Asia. Although they believe that the study may have implications for other regions of the developing world, they do not speculate on the extent of relevance. The authors intentionally limited their definition of the corpus of knowledge to a specific set of international refereed journals that are published in English. This ignores the potential contributions of conference papers, books, book chapters, research handbooks, domestic journals, and even other international journals in which educational leadership scholars publish.

Originality/value

To the authors’ knowledge, there have been no efforts undertaken to understand the nature of knowledge production in educational leadership and management in East Asia. When approaching this review in 2012, the authors were not under the illusion that the regional knowledge base would be either overly dense in terms of the concentration of studies within particular areas or broad in scope. However, future scholarship may be aided by this systematic assessment of the current knowledge base on educational leadership in the region.

Details

Journal of Educational Administration, vol. 51 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

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