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

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.

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.

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.

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.

Based on the authors’ study, the main purpose of this paper is to ascertain a systematic long-term solution for the corruption problem in the Indonesian public sector from the knowledge management perspective. To achieve its objectives, this paper applies multiple perspectives and theories of corruption and knowledge management on the corruption problem in Indonesia.

This paper is based on the authors’ study to assess the corruption problem in the Indonesian public sector in the past decade through the examination of reports from various institutions and other relevant documents to highlight various behavioral issues in knowledge management in the Indonesian public sector and how they relate to corruption.

The authors establish that a major factor behind corruption’s ability to regenerate over time in the Indonesian public sector is the fact that it has become part of knowledge conversion in Indonesian public institutions for so long that removing it would be a very challenging task. To remove corruption from Indonesian public institutions is to remove it from the existing knowledge conversion spiral within these institutions by means of organizational unlearning and re-learning. The primary focus of the unlearning and re-learning process should be to eliminate the knowledge of corruption, in both tacit and explicit forms, and replace it with the knowledge of good governance, accountability and integrity. Through systematic organizational unlearning and re-learning along with other more repressive measures, the risk of corruption in public institutions in Indonesia will gradually diminish over time.

This study is relying on documentary analysis to highlight the trend in behavioral problems in relation to knowledge conversion in the Indonesian public sector. Future studies should incorporate interviews with corruption offenders and local leaders to gain a more accurate view of how knowledge conversion plays its role in the growth and regeneration of corruption in the Indonesian public sector.

This paper contributes to the development of corruption eradication strategy by proposing a framework for systematically removing corruption knowledge from an organization. With this, framework resources can be allocated more effectively and efficiently to achieve the objectives of corruption prevention.

This paper highlights the importance of behavior-oriented approaches in mitigating corruption in the Indonesian public sector.

This chapter discusses what special instruction is and alternative ways of providing special education. It considers the values and limitations of the typical self-contained classrooms and special schools, resource rooms staffed by special educators, collaboration with general educators, and co-teaching in addition to inclusion. The revolutionary idea that a science of instruction should guide the evolution of instruction and instructional environments is also discussed.

Effective literature searches are critical to researchers and health care professionals. To conduct literature searches, clinicians, researchers and nurses rely primarily on a few major databases (PubMed, Cochrane, CINAHL, etc.) to retrieve information. However, there is a lack of literature on the comparative efficiencies of major databases for systematic review results on a clinically related topic. This paper aims to fill that gap in the literature.

Cochrane Handbook (2011) defines systematic review as a review of a clearly formulated question that uses systematic and explicit methods to identify, select and critically appraise relevant research and to collect and analyze data from the studies that are included in the review. In this paper, search results of systematic reviews on a clinical topic between two major databases – PubMed and Cochrane Library – are compared.

Searching within PubMed for key terms in the titles and abstracts of articles is important to include in any systematic review, in addition to searching Medical Subject Heading terms. After applying filters, PubMed retrieved 130 systematic reviews that matched the criteria. In Cochrane Library, the searches were performed on the chosen topic using Boolean and phrase searching: text field searches resulted in 251 reviews. The search was further narrowed by subject, which yielded 20 reviews. It is strongly recommended to use multiple health-care specialty databases, check for duplicate reviews in the results and not limit results to English-only publications.

This paper can be used to introduce new researchers and/or students to methods for conducting systematic reviews using two or more databases on a chosen topic.

This paper fills a gap in the literature regarding comparative efficiencies of major databases for systematic review results on clinically related topics.

Students with mathematics-related learning difficulties (MLD) experience difficulties in many areas of mathematics achievement; without intervention, these difficulties will persist. In this chapter, I first review research examined cognitive processes deficits of MLD. Because difficulties in learning mathematics are presumably due to these cognitive deficits, findings of these studies can shed light on developing effective intervention programs. Second, using Response to Intervention (RTI) as a framework to distinguish the intensity level of intervention, I review findings from existing Tier 2 and Tier 3 intervention studies and synthesize the instructional approaches used in these studies as well as the factors researchers used to intensify the intervention. Finally, Data-Based Individualization (DBI), a systematic approach to intensify intervention, commonly used at the Tier 3 level, is review. Suggestions for future research directions for intensive mathematics intervention are also provided.

The purpose of this paper is to provide a three‐dimensional framework to facilitate future definitions of intellectual capital (IC). The concept of IC is often ill‐defined and there is a multitude of different definitions for the construct of IC. The lack of a common platform for dialogue has negative implications for research and practice in the field as it has hinders cross‐disciplinary learning. This paper aims to presents a flexible framework in order to make important differences explicit and therefore, if adopted, facilitates the creation of a cohesive body of knowledge.

The paper utilises a systematic review process. This methodology was initially developed in the medical science to produce a replicable, scientific, and transparent analysis of evidence in the literature and has recently been broad into management science. A total of 938 papers were analysed to extract findings. The summary of the review protocol can be found in the Appendix.

Analysing the literature allowed the necessary components of a definition together with a list of possible sub‐components to be extracted. Definitions of IC need to be explicit about the: component parts of the construct; role IC will take in an organisation; and disciplinary perspective taken for the discussion.

This paper presents the necessary components of a definition of IC. If widely used, it would be able to facilitate cross‐disciplinary understanding and hopefully inter‐disciplinary research. It is seen as a starting point and open for future extension and development. A systematic review aims to limit bias and random error, however, it is limited by its scope on the basis of the defined research question and therefore delimited by factors outlined in the research protocol.

The major implication for practitioners is the understanding that IC can mean very different things for different people. Insights outlined in this paper will enable anyone to understand better the important construct of IC from different perspectives, which in turn should facilitate dialogue and avoid many unnecessary misunderstandings.

The paper is a first attempt to present a framework to facilitate future definitions of IC. If used, discussed, and extended in the future, it could present an important corner stone for better cross‐disciplinary dialogue and the establishment of a research field of IC.

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

A literature review or review article is an integral part of a scientific body of research which synthesizes prior knowledge and provides a holistic overview of a subject domain. While several studies emphasize the significance of literature reviews and include the guidelines for conducting a review, limited studies demonstrated different types of literature review methodologies in a comprehensive way. Accordingly, this chapter presents various types of review methodologies which includes narrative, descriptive, systematic, meta-analysis, hybrid, umbrella, scoping, theoretical, and critical reviews. In addition, the authors' skills including logical reasoning, content analysis, literature mapping, critical writing, and ethical consideration are presented. Further, quality aspects of the literature review are discussed such as the rigor and relevance of the selected studies. Overall, this chapter provides implications for researchers in understanding types of literature review methodologies along with their objectives, strengths, and weaknesses which can assist them in selecting a suitable methodology while conducting a review.

The purpose of this paper is to report an explicit taxonomy of maritime operations (MO) to guide harbour masters (HMs) of smaller ports in planning more sustainable operations.

This research presents strategies for building theory to promote more sustainable port management in a two-stage research design. Starting from a base taxonomy in research Stage 1, ethnographic content analysis (ECA) of a sparse prior literature on MO generated a tentative taxonomy. In Stage 2, interviews to capture tacit practitioner knowledge refined the tentative taxonomy into a credible practitioner-informed final taxonomy.

ECA offers researchers a powerful tool to analyse complex operational problems. In this paper MOs are represented in an explicit taxonomy.

A final taxonomy of MOs guides sustainability strategy formulation by HMs and assists them to protect vital commercial revenues which serve supply chains and local communities.

An explicit final taxonomy of MO is derived using a novel methodology. The taxonomy guides sustainability strategy formulation and underpins subsequent planning of sustainable development policies.

Globalization has placed businesses everywhere in new and different competitive situations where knowledgeable, effective behavior has come to provide the competitive edge. Enterprises have turned to explicit and systematic knowledge management (KM) to develop the intellectual capital needed to succeed. Further developments are expected to provide considerable benefits resulting from changes in the workplace and in management and operational practices. Changes will partly come from information technology and artificial intelligence developments. However, more important changes are expected in people‐centric practices to build, apply, and deploy knowledge and understanding for support of innovative and effective knowledge‐intensive work. Much remains to be done. Next generation KM methods will still be crude. Our understanding of knowledge and how people use it to work has a long way to go. We need a“theory of knowledge” and perhaps a new theory of the firm to create a solid foundation for future KM. Still, users can expect significant benefits from KM as it develops over the next decades.