Pub Date : 2023-01-01DOI: 10.1177/23328584231168867
Meghan McCormick, Mirjana Pralica, Joann Hsueh, C. Weiland, A. Weissman, Anna Shapiro, Samantha Xia, Cullen MacDowell, S. Maves, Anne Taylor, J. Sachs
This study leverages six years of public prekindergarten (pre-K) and kindergarten data (N = 22,469) from the Boston Public Schools (BPS) to examine enrollment in BPS pre-K from 2012–2017 for students from different racial/ethnic, socioeconomic, and linguistic groups. The largest differences in enrollment emerged with respect to race and ethnicity—and for enrollment in programs in higher-quality schools (defined as schools scoring in the top quartile on third-grade standardized tests)—with disparities increasing over time. Although there were no differences across groups in proximity to BPS pre-K programs in general, Black students lived about a quarter of a mile farther than their White peers from the nearest program in a higher-quality school, with gaps widening over time. Closer proximity was associated with a higher likelihood of enrollment in a program in a higher-quality school. Implications for future research and policy are discussed.
{"title":"Going the Distance: Disparities in Pre-K Enrollment in Higher-Quality Schools by Geographic Proximity, Race/Ethnicity, Family Income, and Home Language","authors":"Meghan McCormick, Mirjana Pralica, Joann Hsueh, C. Weiland, A. Weissman, Anna Shapiro, Samantha Xia, Cullen MacDowell, S. Maves, Anne Taylor, J. Sachs","doi":"10.1177/23328584231168867","DOIUrl":"https://doi.org/10.1177/23328584231168867","url":null,"abstract":"This study leverages six years of public prekindergarten (pre-K) and kindergarten data (N = 22,469) from the Boston Public Schools (BPS) to examine enrollment in BPS pre-K from 2012–2017 for students from different racial/ethnic, socioeconomic, and linguistic groups. The largest differences in enrollment emerged with respect to race and ethnicity—and for enrollment in programs in higher-quality schools (defined as schools scoring in the top quartile on third-grade standardized tests)—with disparities increasing over time. Although there were no differences across groups in proximity to BPS pre-K programs in general, Black students lived about a quarter of a mile farther than their White peers from the nearest program in a higher-quality school, with gaps widening over time. Closer proximity was associated with a higher likelihood of enrollment in a program in a higher-quality school. Implications for future research and policy are discussed.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47192514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584221148421
Gina A. Garcia, Marcela G. Cuellar
There has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergraduate students. Although HSI scholarship has increased dramatically since around 2010, there is still a gap in knowledge about individuals who fall within the “H” and the diversity among HSIs themselves. Using critical theory and critical methods, the articles in this special topic collection explore the complexities of the Hispanic/Latinx/e identity and the various ways that HSIs fall short of and meet the challenges of serving students at the intersections of identity. This introduction provides a brief overview of the eight articles in this collection and explains the need for this critical approach to HSI scholarship, which we call “intersectional servingness.” We outline the contributions of these eight articles and call on practitioners, scholars, policy intermediaries, funders, and federal agencies to consider the complexities of the “H” while making decisions, advancing research, implementing policies, and creating funding streams that will enhance intersectional servingness.
{"title":"Advancing “Intersectional Servingness” in Research, Practice, and Policy With Hispanic-Serving Institutions","authors":"Gina A. Garcia, Marcela G. Cuellar","doi":"10.1177/23328584221148421","DOIUrl":"https://doi.org/10.1177/23328584221148421","url":null,"abstract":"There has been a surge in the number of Hispanic-serving institutions (HSIs), which are degree-granting, nonprofit, postsecondary institutions that enroll at least 25% Hispanic/Latinx/e undergraduate students. Although HSI scholarship has increased dramatically since around 2010, there is still a gap in knowledge about individuals who fall within the “H” and the diversity among HSIs themselves. Using critical theory and critical methods, the articles in this special topic collection explore the complexities of the Hispanic/Latinx/e identity and the various ways that HSIs fall short of and meet the challenges of serving students at the intersections of identity. This introduction provides a brief overview of the eight articles in this collection and explains the need for this critical approach to HSI scholarship, which we call “intersectional servingness.” We outline the contributions of these eight articles and call on practitioners, scholars, policy intermediaries, funders, and federal agencies to consider the complexities of the “H” while making decisions, advancing research, implementing policies, and creating funding streams that will enhance intersectional servingness.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46137573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584231197413
Michael N. Bastedo, Mark Umbricht, Emma Bausch, Bo-Kyung Byun, Yiping Bai
Holistic admissions practices require evaluating an applicant’s credentials in light of the opportunities available in their high school context. High school grades, test scores, and course taking are clearly related to college grades, retention, and graduation. But does performance in high school context also relate to college success? Building a unique dataset of 2.3 million students in a Midwestern state, we find that contextualized indicators of high school grades and standardized tests are strongly associated with student success in college, validating their use in holistic admissions. Contextualized grades have a stronger and more consistent association with college success than contextualized test scores, and may be most helpful at test-optional, test-free, and broader-access colleges that have yet to adopt holistic admissions practices.
{"title":"Contextualized High School Performance: Evidence to Inform Equitable Holistic, Test-Optional, and Test-Free Admissions Policies","authors":"Michael N. Bastedo, Mark Umbricht, Emma Bausch, Bo-Kyung Byun, Yiping Bai","doi":"10.1177/23328584231197413","DOIUrl":"https://doi.org/10.1177/23328584231197413","url":null,"abstract":"Holistic admissions practices require evaluating an applicant’s credentials in light of the opportunities available in their high school context. High school grades, test scores, and course taking are clearly related to college grades, retention, and graduation. But does performance in high school context also relate to college success? Building a unique dataset of 2.3 million students in a Midwestern state, we find that contextualized indicators of high school grades and standardized tests are strongly associated with student success in college, validating their use in holistic admissions. Contextualized grades have a stronger and more consistent association with college success than contextualized test scores, and may be most helpful at test-optional, test-free, and broader-access colleges that have yet to adopt holistic admissions practices.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135501519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584231205478
Julia C. Duncheon, David E. DeMatthews
Secondary–postsecondary partnership reforms have grown in scale and importance throughout the past few decades as part of the national agenda to increase college access, equity, and completion. However, little research has examined the role of the principal in cross-sector partnerships. This qualitative case study explores how one nationally acclaimed principal at an award-winning early college high school made sense of the cross-sector context and negotiated with K–12 and higher education stakeholders to maximize college opportunity for low-income, Latinx, and first-generation students. Our analysis integrates sensemaking and micropolitical theory to identify leadership practices that facilitate effective cross-sector collaboration, with implications for K–12 leadership and cross-sector partnership reform.
{"title":"Exploring the Principal’s Role in Cross-Sector Partnerships: Sensemaking and Politics in a High-Performing Early College High School","authors":"Julia C. Duncheon, David E. DeMatthews","doi":"10.1177/23328584231205478","DOIUrl":"https://doi.org/10.1177/23328584231205478","url":null,"abstract":"Secondary–postsecondary partnership reforms have grown in scale and importance throughout the past few decades as part of the national agenda to increase college access, equity, and completion. However, little research has examined the role of the principal in cross-sector partnerships. This qualitative case study explores how one nationally acclaimed principal at an award-winning early college high school made sense of the cross-sector context and negotiated with K–12 and higher education stakeholders to maximize college opportunity for low-income, Latinx, and first-generation students. Our analysis integrates sensemaking and micropolitical theory to identify leadership practices that facilitate effective cross-sector collaboration, with implications for K–12 leadership and cross-sector partnership reform.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135156456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584221139774
David Stroupe, Julie Christensen
At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers' (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to their preparation, we examined how PSTs viewed macroteaching and their evolving participation in the teaching rehearsal. Using a situative perspective, we collected multiple forms of data. We found that although PSTs wanted to enact rigorous and responsive instruction, their participation was deeply affected by the sudden shift to an online setting. Our analysis of video-recorded lessons confirmed PSTs' observations that their instruction became less rigorous and responsive over time. We conclude with questions about teacher preparation during the pandemic.
{"title":"\"Everything That's Hard Got Harder\": Preservice Teachers' Attempts at Rigorous and Responsive Instruction During Pedagogical Rehearsals in the COVID Pandemic.","authors":"David Stroupe, Julie Christensen","doi":"10.1177/23328584221139774","DOIUrl":"https://doi.org/10.1177/23328584221139774","url":null,"abstract":"<p><p>At the onset of the COVID-19 pandemic, our teacher preparation program shifted to an online setting, disrupting a key feature of practice-based teacher preparation: preservice science teachers' (PSTs) approximation of rigorous and responsive instruction during extended pedagogical rehearsals, called macroteaching. Given this unplanned shock to their preparation, we examined how PSTs viewed macroteaching and their evolving participation in the teaching rehearsal. Using a situative perspective, we collected multiple forms of data. We found that although PSTs wanted to enact rigorous and responsive instruction, their participation was deeply affected by the sudden shift to an online setting. Our analysis of video-recorded lessons confirmed PSTs' observations that their instruction became less rigorous and responsive over time. We conclude with questions about teacher preparation during the pandemic.</p>","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/ed/04/10.1177_23328584221139774.PMC9816631.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10513777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584231189176
Christian Buerger, Michelle L. Lofton
Recessions may disproportionally affect school districts, especially with established fiscal institutions and policies including balanced budget requirements, tax and expenditure limitations, and school finance reforms. Analyzing the Great Recession and school districts in the United States between 2003 and 2016, we estimated difference-in-differences models leveraging variation in state recession severity to evaluate revenue and expenditure impacts as well as to measure differential recession effects for districts exposed to and not exposed to fiscal institutions and policies. Although revenues and expenditures increased relative to pre-recession levels in all districts, increases were much larger in school districts with less severe than more severe recessions. Balanced budget requirements exacerbated recession effects for low-income districts, and local tax and expenditure limitations intensified recession effects for high-income districts. School finance reforms worsened recession effects for all districts. Our findings can aid districts in understanding potential recessionary impacts, given their prior established fiscal policies and institutions.
{"title":"The Interplay Between Fiscal Institutions and the Great Recession: Evidence From U.S. School Districts","authors":"Christian Buerger, Michelle L. Lofton","doi":"10.1177/23328584231189176","DOIUrl":"https://doi.org/10.1177/23328584231189176","url":null,"abstract":"Recessions may disproportionally affect school districts, especially with established fiscal institutions and policies including balanced budget requirements, tax and expenditure limitations, and school finance reforms. Analyzing the Great Recession and school districts in the United States between 2003 and 2016, we estimated difference-in-differences models leveraging variation in state recession severity to evaluate revenue and expenditure impacts as well as to measure differential recession effects for districts exposed to and not exposed to fiscal institutions and policies. Although revenues and expenditures increased relative to pre-recession levels in all districts, increases were much larger in school districts with less severe than more severe recessions. Balanced budget requirements exacerbated recession effects for low-income districts, and local tax and expenditure limitations intensified recession effects for high-income districts. School finance reforms worsened recession effects for all districts. Our findings can aid districts in understanding potential recessionary impacts, given their prior established fiscal policies and institutions.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41571432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584231179184
Motoko Akiba, Soo-yong Byun, Xiao-yan Jiang, K. Kim, Alexander Moran
Teacher accountability reforms implemented around the globe have heightened a sense that teachers are losing the support of policymakers and the general public. To examine the global pattern in teachers’ perception of occupational value and identify possible outcomes and predictors, we analyzed the 2018 Teaching and Learning International Survey (TALIS) data. We found an overwhelming majority of teachers feel undervalued in almost all OECD countries. In addition, teachers who feel undervalued reported less collective teacher effort for school improvement and job dissatisfaction consistently in four countries of comparison with different policy contexts—the United States, Australia, Finland, and Korea. However, the relationships between three working conditions impacted by accountability reforms—compensation, classroom autonomy, and involvement in school decision-making—and perceived occupational value varied across these four countries. Specifically, these working conditions seem to matter more in the United States, where the teacher policy context produces greater disparities across schools in teacher qualifications, distribution of qualified teachers, and degree of professional control.
{"title":"Do Teachers Feel Valued in Society? Occupational Value of the Teaching Profession in OECD Countries","authors":"Motoko Akiba, Soo-yong Byun, Xiao-yan Jiang, K. Kim, Alexander Moran","doi":"10.1177/23328584231179184","DOIUrl":"https://doi.org/10.1177/23328584231179184","url":null,"abstract":"Teacher accountability reforms implemented around the globe have heightened a sense that teachers are losing the support of policymakers and the general public. To examine the global pattern in teachers’ perception of occupational value and identify possible outcomes and predictors, we analyzed the 2018 Teaching and Learning International Survey (TALIS) data. We found an overwhelming majority of teachers feel undervalued in almost all OECD countries. In addition, teachers who feel undervalued reported less collective teacher effort for school improvement and job dissatisfaction consistently in four countries of comparison with different policy contexts—the United States, Australia, Finland, and Korea. However, the relationships between three working conditions impacted by accountability reforms—compensation, classroom autonomy, and involvement in school decision-making—and perceived occupational value varied across these four countries. Specifically, these working conditions seem to matter more in the United States, where the teacher policy context produces greater disparities across schools in teacher qualifications, distribution of qualified teachers, and degree of professional control.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45669932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584231186618
A. Soliz
I review the literature evaluating sub-baccalaureate career and technical education (CTE) at community colleges. The goal of this study is to review the evidence describing how earning these types of credentials affects students’ outcomes, as well as which program characteristics contribute to student success. The research suggests that, on average, there are significant labor-market returns to obtaining short, technical credentials, although the returns vary across locations and fields of study. Researchers examining career pathway programs, sectoral partnerships, and apprenticeships have found mixed effects of participating in these programs, although so far, the literature is largely limited to short-term outcomes. More research is needed that ties program characteristics to student outcomes to develop our understanding of how to increase the probability of success for students enrolling in postsecondary CTE. We also need more studies examining the long-term outcomes for students graduating from these programs.
{"title":"Career and Technical Education at Community Colleges: A Review of the Literature","authors":"A. Soliz","doi":"10.1177/23328584231186618","DOIUrl":"https://doi.org/10.1177/23328584231186618","url":null,"abstract":"I review the literature evaluating sub-baccalaureate career and technical education (CTE) at community colleges. The goal of this study is to review the evidence describing how earning these types of credentials affects students’ outcomes, as well as which program characteristics contribute to student success. The research suggests that, on average, there are significant labor-market returns to obtaining short, technical credentials, although the returns vary across locations and fields of study. Researchers examining career pathway programs, sectoral partnerships, and apprenticeships have found mixed effects of participating in these programs, although so far, the literature is largely limited to short-term outcomes. More research is needed that ties program characteristics to student outcomes to develop our understanding of how to increase the probability of success for students enrolling in postsecondary CTE. We also need more studies examining the long-term outcomes for students graduating from these programs.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46005150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584231171535
D. Long, D. McCoach, Del Siegle, C. Callahan, E. J. Gubbins
Is underrepresentation of Black students, Latinx students, English learners (EL), and students from economically challenging communities in gifted programs due to inequality in early academic achievement or bias in the gifted identification process? Using three-level multilevel logistic models, we examine the degree to which the disparities in gifted identification are due to disparities in early achievement. Our datasets include 3rd-, 4th-, and 5th-grade achievement scores and demographic variables from all students in a 3rd-grade, 2011–2012 cohort across three states. Students who qualified for free/reduced-price lunch (FRPL), EL, and Black or Latinx students were between two to eight times less likely to be identified as gifted compared to non–free/reduced-price lunch, non-EL, and White or Asian students. However, between 50% and 100% of gifted identification disparities could be explained by student-level differences in early academic achievement, which is consistent with an opportunity gap explanation of underrepresentation.
{"title":"Inequality at the Starting Line: Underrepresentation in Gifted Identification and Disparities in Early Achievement","authors":"D. Long, D. McCoach, Del Siegle, C. Callahan, E. J. Gubbins","doi":"10.1177/23328584231171535","DOIUrl":"https://doi.org/10.1177/23328584231171535","url":null,"abstract":"Is underrepresentation of Black students, Latinx students, English learners (EL), and students from economically challenging communities in gifted programs due to inequality in early academic achievement or bias in the gifted identification process? Using three-level multilevel logistic models, we examine the degree to which the disparities in gifted identification are due to disparities in early achievement. Our datasets include 3rd-, 4th-, and 5th-grade achievement scores and demographic variables from all students in a 3rd-grade, 2011–2012 cohort across three states. Students who qualified for free/reduced-price lunch (FRPL), EL, and Black or Latinx students were between two to eight times less likely to be identified as gifted compared to non–free/reduced-price lunch, non-EL, and White or Asian students. However, between 50% and 100% of gifted identification disparities could be explained by student-level differences in early academic achievement, which is consistent with an opportunity gap explanation of underrepresentation.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/23328584231209266
Chuan-Chung Hsieh, Shao-En Tai, Hui-Chieh Li
This study used bibliographic data from Web of Science and employed various bibliometric analysis tools to present a systematic review of ethical leadership research from a board perspective. Theoretical evolutions underpinning how ethical leaders influence their followers are also detailed. Results identify the key documents, frequent keywords, and the most used theories in the field of ethical leadership. Results show that not only are there few newcomers to the field, the knowledge on ethical leadership, dominated by a minority few, has not diffused to a broader community. Results also show that although the focus of ethical leadership research in recent years shifted to employee creativity and knowledge sharing, the theories applied in the investigations remain the dominant social exchange theory and social learning theory. The results provide useful references for future studies, avoiding repetitive research while identifying possible knowledge gaps.
本研究使用Web of Science的文献资料，并运用多种文献计量分析工具，从董事会的角度对伦理领导研究进行系统回顾。关于道德领袖如何影响其追随者的理论演变也很详细。结果确定了伦理领导领域的关键文献、频繁关键词和最常用理论。结果表明，不仅这个领域的新人很少，而且由少数人主导的伦理领导知识也没有传播到更广泛的社区。研究结果还表明，尽管近年来伦理型领导研究的重点转向了员工创造力和知识共享，但调查中应用的理论仍以社会交换理论和社会学习理论为主。研究结果为未来的研究提供了有用的参考，避免了重复研究，同时发现了可能的知识空白。
{"title":"A Bibliometric Review of Ethical Leadership Research: Shifting Focuses and Theoretical Insights","authors":"Chuan-Chung Hsieh, Shao-En Tai, Hui-Chieh Li","doi":"10.1177/23328584231209266","DOIUrl":"https://doi.org/10.1177/23328584231209266","url":null,"abstract":"This study used bibliographic data from Web of Science and employed various bibliometric analysis tools to present a systematic review of ethical leadership research from a board perspective. Theoretical evolutions underpinning how ethical leaders influence their followers are also detailed. Results identify the key documents, frequent keywords, and the most used theories in the field of ethical leadership. Results show that not only are there few newcomers to the field, the knowledge on ethical leadership, dominated by a minority few, has not diffused to a broader community. Results also show that although the focus of ethical leadership research in recent years shifted to employee creativity and knowledge sharing, the theories applied in the investigations remain the dominant social exchange theory and social learning theory. The results provide useful references for future studies, avoiding repetitive research while identifying possible knowledge gaps.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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