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21 – 30 of 351Sonya Douglass Horsford and Diana D'Amico
The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary…
Abstract
Purpose
The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary issues in educational leadership. More specifically, the authors examine how historical methodology might recast some of the questions educational leadership researchers presently engage and how the act of “doing history” might simultaneously lead to new research agendas and social change.
Design/methodology/approach
This conceptual paper provides a discussion of the explanatory and disruptive power of historical research methods and how intentional ignorance of uncomfortable historical realities, such as racist institutional structures and practices, undermines present-day efforts to advance equity in schools. Using the mainstream achievement gap narrative as an example, the authors consider the ways in which historical scholarship can effectively disrupt current conceptions of educational inequality and opportunity in the USA.
Findings
The paper suggests researchers close the “history gap” by engaging historical research methods in ways that better ground, contextualize, and disrupt the often ahistorical and uncritical ways the field frames present-day challenges like the achievement gap.
Originality/value
This paper explores the explanatory and disruptive power of historical research as a mode of inquiry in education leadership.
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Melanie Carol Brooks and Gaetane Jean-Marie
The purpose of this paper is twofold: to discuss methodological challenges facing US scholars when conducting international research; and to present personal reflections as…
Abstract
Purpose
The purpose of this paper is twofold: to discuss methodological challenges facing US scholars when conducting international research; and to present personal reflections as educational leadership faculty in the USA conducting and publishing on research undertaken in Haiti and Thailand.
Design/methodology/approach
This study drew from educational leadership literature and personal experiences to identify methodological challenges to conducting and publishing international research in the field of educational leadership.
Findings
The methodological challenges facing international research – language, data, publication, and career incentives – should not be reasons to hinder scholars from conducting research in international contexts. Allowing methodological deterrents to impede international research limits US scholar engagement in global conversations and places the field of educational leadership in the USA at risk of a parochial and myopic future.
Originality/value
This paper explores the methodological reasons as to why US scholars are not engaging in international research and provides two vignettes of faculty research in international contexts. This discussion is valuable for faculty interested in or presently conducting research beyond US borders.
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Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
John Ross and Jane Brooks
The cost per loan for the manual circulation system at the University of Essex Library is calculated for 1970/71 and predicted for 1973/74 and 1976/77. An allowance is made for…
Abstract
The cost per loan for the manual circulation system at the University of Essex Library is calculated for 1970/71 and predicted for 1973/74 and 1976/77. An allowance is made for the time spent by library users when borrowing books. Likely costs for an on‐line circulation system are also calculated. A table is given for manual, off‐line and on‐line circulation systems costs for several university libraries.
Jeffrey S. Brooks and Anthony H. Normore
– The purpose of this paper is to highlight issues relayed to appropriate design and conduct of qualitative studies in educational leadership.
Abstract
Purpose
The purpose of this paper is to highlight issues relayed to appropriate design and conduct of qualitative studies in educational leadership.
Design/methodology/approach
The paper is a conceptual/logical argument that centers around the notion that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all.
Findings
The major findings indicate that researchers/analysts need to determine not only the existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the original purpose, the context in which it is produced and the intended audience.
Originality/value
Certain aspects of the paper relate to general issues of sound and generally accepted standards of research practice, but the authors also consider several issues that make educational leadership scholarship unique. The originality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.
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David E. Caughlin and Talya N. Bauer
Data visualizations in some form or another have served as decision-support tools for many centuries. In conjunction with advancements in information technology, data…
Abstract
Data visualizations in some form or another have served as decision-support tools for many centuries. In conjunction with advancements in information technology, data visualizations have become more accessible and more efficient to generate. In fact, virtually all enterprise resource planning and human resource (HR) information system vendors offer off-the-shelf data visualizations as part of decision-support dashboards as well as stand-alone images and displays for reporting. Plus, advances in programing languages and software such as Tableau, Microsoft Power BI, R, and Python have expanded the possibilities of fully customized graphics. Despite the proliferation of data visualization, relatively little is known about how to design data visualizations for displaying different types of HR data to different user groups, for different purposes, and with the overarching goal of improving the ways in which users comprehend and interpret data visualizations for decision-making purposes. To understand the state of science and practice as they relate to HR data visualizations and data visualizations in general, we review the literature on data visualizations across disciplines and offer an organizing framework that emphasizes the roles data visualization characteristics (e.g., display type, features), user characteristics (e.g., experience, individual differences), tasks, and objectives (e.g., compare values) play in user comprehension, interpretation, and decision-making. Finally, we close by proposing future directions for science and practice.
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Gaëtane Jean-Marie and Jeffrey S. Brooks
As more women faculty of color enter the professoriate, they are evaluating, clashing with, and challenging old practices, while simultaneously articulating and establishing new…
Abstract
As more women faculty of color enter the professoriate, they are evaluating, clashing with, and challenging old practices, while simultaneously articulating and establishing new ones (James & Farmer, 1993). To do so effectively, these women are best served by a network of mentors (Baugh & Scandura, 1999; Higgins & Kram, 2001) who can facilitate their development of career competencies, help them understand “the rules of the game” for scholarly activity, and transform the normalized construction of academic environments that is sometimes exclusionary of women faculty of color (Tillman, 2001; Young & Brooks, 2008). Mentoring networks are vital support structures in a successful academic career, as emerging scholars seek to navigate the complex and protean racial and gender dynamics of academic institutions (Sorcinelli & Yun, 2007). In this chapter, we explore issues of acclimatization of women new to the professoriate, with a particular focus on developing and sustaining effective mentoring networks for women of color. Furthermore, we examined extant research to gain insights on how women new to academe can build mentoring networks to create peer communities that advance scholarship and teaching, provide useful advice on tenure and promotion, help scholars balance personal and professional roles, and manage time. The following broad questions guided our chapter: (1) What types of mentors and mentoring relationships should early career women of color faculty should seek? (2) How are norms between protégés and mentors created, reinforced and sustained? and (3) What are the benefits of same-race/same-gender mentorships and cross-race/cross-gender mentorships?