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The 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.

This 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.

Recognised 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.

This 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.

The 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.

The objective of the article is to determine the numerical increase in publications on green libraries and the dynamics of its development as well as to determine the thematic structure of the scientific literature in the field of green libraries and its changes as a representation of research in this area.

The research material consisted of publications on green libraries published between 1991 and 2020, indexed in the Web of Science database. The bibliometric method was used to determine the numerical increase in publications on green libraries and the dynamics of its development. In order to characterize the thematic structure of publications representing research in this area, content analysis was performed.

Quantitative analysis of the literature on green libraries has shown that this is a new area of research not explored with constant intensity. The time of publishing materials on green libraries can be divided into two periods: the so-called period of first publications between 1991 and 2006, and the period between 2007 and 2020, when the number of publications increased relatively systematically. The content analysis confirmed the hypothesis that the most frequent theme is the issue of a green building and its management. It showed that the period after 2010 is the time of building a theoretical framework for a new research field, i.e. green libraries.

The main value of the article is the performance of a quantitative and qualitative analysis of the scientific literature indexed in the Web of Science devoted to green libraries, from the moment of the first publications to the present day. The codebook developed for the needs of content analysis can constitute the basis for the development of criteria for the evaluation of green libraries and guidelines for their organization.

The library community is considerably active in environmental issues, but the body of scientific and professional literature in the library and information science (LIS) related to environmental issues is growing slowly. The author attempts to indicate the reasons for the still-low interest in the issue of green libraries on a global scale by pointing to barriers in the development of the green libraries concept in both theoretical and practical dimensions.

The desk research method was used in this study.

Barriers to the development of the green libraries concept include an ambiguous definition of green libraries, a lack of guidelines for green libraries, a lack of criteria for evaluating green libraries, insufficient dissemination of the essence and goals of environmental education, a lack of developed tools for monitoring progress towards Sustainable Development Goals (SDGs) in an environmental aspect at a national level and insufficient integration of environmental topics in LIS curricula at the higher-education level.

Although, since the 1990s, the body of literature on sustainable development from an environmental perspective has been growing, LIS researchers' activities do not reflect the importance of this issue. The originality of the article lies in the indication of the reasons for the still-low interest in environmental issues in LIS literature. To date, this issue has not been discussed in the literature.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

School development planning (SDP) is one outcome of education being managed by modes of management that originate in the corporate world of private enterprise. While the rhetoric indicates strongly that modes of management such as SDP are supportive of efficiency, effectiveness and public accountability, empirical evidence is slight. Provides a case study of SDP in a small rural disadvantaged primary school called Meiki in which SDP has proved to be a rewarding process for staff and has had a positive impact on student outcomes. However, it raises serious questions about the connection between SDP and claims for enhanced efficiency.

Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for link between enhanced school capacity for improvement and instructional change. In this study, the authors examined the impact of school improvement capacity on changes in teachers’ classroom practices over a period of time. Leadership practices, school organizational conditions, teacher motivation and teacher learning were used to measure school-wide capacity for improvement. The paper aims to discuss these issues.

Mixed-model analysis of longitudinal data over a four years (2005-2008) period of time from 862 teachers of 32 Dutch elementary schools were used to test the impact of school improvement capacity on changing teachers’ instructional practices.

The results showed that organizational-level conditions and teacher-level conditions play an important, but different role in changing teachers’ classroom practices. Whereas teacher factors mainly affect changes in teachers’ classroom practices, organizational factors are of significant importance to enhance teacher motivation and teacher learning.

More longitudinal research is needed to gain better insight into the opportunities and limits of building school-wide capacity to stimulate instructional change.

By encouraging teachers to question their own beliefs, facilitating opportunities for teachers to work together to solve problems, and through the promotion of shared decision making, school leaders can reinforce the personal and social identification of teachers with the organization. As a consequence, teachers will feel increasingly committed and are more willing to change their classroom practices. Additionally, school leaders can use the findings from this study and the related instrument as a tool for school self-evaluation.

This paper contributes to a deeper understanding of the nature of changes in conditions for school improvement and its influence on changes in teachers’ instructional practices over a period of time.

Although considerable attention in the extant literature has been devoted to knowledge acquisition and transfer within firms, there is a dearth of research on the effectiveness of outside sources of knowledge for technology‐based small to medium‐sized enterprises (SMEs). Furthermore, the majority of empirical studies in this area focus on large firms while research on smaller firms is underdeveloped. The aim of this paper is to investigate the impact of the sources of knowledge on the performance of technology manufacturing firms and the implications for higher education institutions (HEIs) providing advice to this sector.

Following interviews with managing directors of manufacturing firms, a number of sources of technical advice were identified. A survey of small and medium‐sized UK electronic and engineering firms was then carried out to investigate the relationship between sources of knowledge and performance and also to establish whether there is a relationship between performance and the extent of the advice network.

Significant correlations were found between company age, knowledge source remoteness and company performance. The more remote the source the less effective it is. The stronger the firm's network the more profitable it is likely to be.

This has particular implications for universities involved in knowledge transfer, as these institutions are often relatively remote compared with other sources of advice within SME networks.

The research adds to our understanding of the role of HEIs and other members of knowledge networks in relation to the achievement of competitive advantage by SMEs.