Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed to expand equity for EL students. Research Method: We conduct semi-structured interviews with 17 SEA and LEA leaders across three states. We use an interview-based approach to understand how educational leaders leverage policy to guide EL services in their states and districts. Findings: Three external factors (resources to serve EL students, networks to share EL expertise, and concrete policy monitoring and guidance from the state) interact with leaders’ individual understandings of and approaches to policy implementation to shape the ultimate degree to which equity is enabled or constrained for EL students in their contexts. Implications: Educational policy intends to provide SEA and LEA leaders with guidance to expand equity for ELs. However, our study suggests that the degree to which these policies expand equity for ELs in practice depends not only on the leader's understanding of the policy, but also their access to resources, human capital, and professional networks. SEA and LEA leaders that take a deep, transformative approach to implementation may partner to assess how SEAs can create external conditions that help to expand equity for ELs.
{"title":"Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners","authors":"Caroline Bartlett, Rebecca Callahan, Madeline Mavrogordato","doi":"10.1177/0013161x241230296","DOIUrl":"https://doi.org/10.1177/0013161x241230296","url":null,"abstract":"Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed to expand equity for EL students. Research Method: We conduct semi-structured interviews with 17 SEA and LEA leaders across three states. We use an interview-based approach to understand how educational leaders leverage policy to guide EL services in their states and districts. Findings: Three external factors (resources to serve EL students, networks to share EL expertise, and concrete policy monitoring and guidance from the state) interact with leaders’ individual understandings of and approaches to policy implementation to shape the ultimate degree to which equity is enabled or constrained for EL students in their contexts. Implications: Educational policy intends to provide SEA and LEA leaders with guidance to expand equity for ELs. However, our study suggests that the degree to which these policies expand equity for ELs in practice depends not only on the leader's understanding of the policy, but also their access to resources, human capital, and professional networks. SEA and LEA leaders that take a deep, transformative approach to implementation may partner to assess how SEAs can create external conditions that help to expand equity for ELs.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"8 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1177/0013161x231217987
Jonathan W. Cooney, Michael Ian Cohen
Purpose: This study contributes to a growing literature focused on institutional complexity, or the phenomenon of competing institutional logics, in PK-12 public education. Responding to calls for more nuanced characterizations of district-level administration, our purpose was to identify the logics of curriculum leadership in one large school district in the Western U.S. and examine how district leaders made sense of their multiple demands. Research Methods: Employing case study methods, we collected curricular documents and conducted 21 interviews of district-level curriculum leaders, principals, and teachers. We used inductive coding to identify patterns in the district's culture of curriculum leadership and then drew upon institutional theory to associate these patterns with particular institutional logics. Findings: We found three coexisting logics of curriculum leadership in the school district: a logic of uniformity, which called for teachers’ fidelity to a prescriptive curriculum; a logic of participation, which valued teacher voice and shared leadership; and a logic of performance, which placed a premium on measurable student achievement. These logics were often incompatible or contradictory, producing mixed messages and an institutional complexity that remained largely unacknowledged among leaders. Implications: Tensions among logics of curriculum leadership may not always result in open contestation, yet if leaders do not resolve them at the district level, teachers may be unsupported in their efforts to reconcile competing demands in their classroom practices. Identifying specific logics of curriculum leadership and considering their interactions may help leaders make sense of conflicting values and better support teachers in their classroom decision making.
{"title":"Multiple Logics of Curriculum Leadership: How a Large Public School District Manages Institutional Complexity","authors":"Jonathan W. Cooney, Michael Ian Cohen","doi":"10.1177/0013161x231217987","DOIUrl":"https://doi.org/10.1177/0013161x231217987","url":null,"abstract":"Purpose: This study contributes to a growing literature focused on institutional complexity, or the phenomenon of competing institutional logics, in PK-12 public education. Responding to calls for more nuanced characterizations of district-level administration, our purpose was to identify the logics of curriculum leadership in one large school district in the Western U.S. and examine how district leaders made sense of their multiple demands. Research Methods: Employing case study methods, we collected curricular documents and conducted 21 interviews of district-level curriculum leaders, principals, and teachers. We used inductive coding to identify patterns in the district's culture of curriculum leadership and then drew upon institutional theory to associate these patterns with particular institutional logics. Findings: We found three coexisting logics of curriculum leadership in the school district: a logic of uniformity, which called for teachers’ fidelity to a prescriptive curriculum; a logic of participation, which valued teacher voice and shared leadership; and a logic of performance, which placed a premium on measurable student achievement. These logics were often incompatible or contradictory, producing mixed messages and an institutional complexity that remained largely unacknowledged among leaders. Implications: Tensions among logics of curriculum leadership may not always result in open contestation, yet if leaders do not resolve them at the district level, teachers may be unsupported in their efforts to reconcile competing demands in their classroom practices. Identifying specific logics of curriculum leadership and considering their interactions may help leaders make sense of conflicting values and better support teachers in their classroom decision making.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"60 8","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139010318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1177/0013161x231217747
Mollie T. McQuillan, Cris Mayo
Purpose: If PK12 administrators aspire to interrupt bias-based bullying, they need to understand their role in perpetuating structural and social inequality. The purpose of this study was to examine administrators’: 1) awareness of gender-based bullying, 2) initial intentions to address bullying, and 3) actions that interrupted or perpetuated gender-based bullying. Methods: This qualitative study used a purposeful sample U.S. court cases and 36 interviews with administrators and policy consultants to explore PK12 leaders’ understanding of gender-based bullying and actions to disrupt bullying. Findings: Our findings provide a more expansive definition of administrative bullying and brings attention to the personal complicity of educational leaders in perpetuating gender-based bullying. Administrators in this study modeled support for bullying through each of these four types of bullying – by direct action, facilitated support, accommodating external stakeholders, and resisting efforts to educate themselves or others on issues related to gender-based bullying. All of these approaches allow bias and bullying to continue. The study also reveals how some leaders interrupt bullying by collaborating with students, parents, and community-based organizations. Implications: Policymakers, leadership preparation instructors, and PK12 administrators may be interested in how administrative behaviors perpetuate gender-based bullying. A lack of knowledge about leaders’ personal complicity in bullying and about gender-diversity fundamentally interrupts two of the main roles of PK-12 leaders: implementing policies and leading instructional practices. The results of the study suggest the need for additional policies, procedures, and training to support leaders committed to interrupting gender-based bullying.
{"title":"School Leaders and Transphobia: Interrupting Direct, Facilitative, Accommodative, and Resistant Forms of Gender-Based Bullying","authors":"Mollie T. McQuillan, Cris Mayo","doi":"10.1177/0013161x231217747","DOIUrl":"https://doi.org/10.1177/0013161x231217747","url":null,"abstract":"Purpose: If PK12 administrators aspire to interrupt bias-based bullying, they need to understand their role in perpetuating structural and social inequality. The purpose of this study was to examine administrators’: 1) awareness of gender-based bullying, 2) initial intentions to address bullying, and 3) actions that interrupted or perpetuated gender-based bullying. Methods: This qualitative study used a purposeful sample U.S. court cases and 36 interviews with administrators and policy consultants to explore PK12 leaders’ understanding of gender-based bullying and actions to disrupt bullying. Findings: Our findings provide a more expansive definition of administrative bullying and brings attention to the personal complicity of educational leaders in perpetuating gender-based bullying. Administrators in this study modeled support for bullying through each of these four types of bullying – by direct action, facilitated support, accommodating external stakeholders, and resisting efforts to educate themselves or others on issues related to gender-based bullying. All of these approaches allow bias and bullying to continue. The study also reveals how some leaders interrupt bullying by collaborating with students, parents, and community-based organizations. Implications: Policymakers, leadership preparation instructors, and PK12 administrators may be interested in how administrative behaviors perpetuate gender-based bullying. A lack of knowledge about leaders’ personal complicity in bullying and about gender-diversity fundamentally interrupts two of the main roles of PK-12 leaders: implementing policies and leading instructional practices. The results of the study suggest the need for additional policies, procedures, and training to support leaders committed to interrupting gender-based bullying.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"64 48","pages":""},"PeriodicalIF":3.3,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-06DOI: 10.1177/0013161x231211869
Colleen E. Chesnut, Trish Morita-Mullaney
Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals’ leader identities as they implement these programs. Research Methods/Approach: We used an embedded single case study design, with the phenomenon of Indiana school leadership in DLI strands as the case and principals as the embedded units of analysis, and we conducted semistructured interviews with over 80% of Indiana DLI strand principals ( n = 26). We conceptualized this as a single case, due to the common policy context of state legislation related to DLI and school choice. Findings: The DLI strand principals described their leadership work through primarily instructional and distributed leadership dimensions, drawing upon their historic, epistemic, and political understandings of their roles. Principals draw less upon the emotional and narrative dimensions of their leader identities, which are more apparent in teacher identity literatures. Implications for Research and Practice: Principals of new DLI strands often have limited expertise related to DLI models and have not considered how their roles should accommodate leading “two schools in one.” We provide recommendations for both practitioners and researchers in leadership preparation to encourage school leaders’ deeper engagement in reflective work across the dimensions of leader identity development. We furnish a matrix of questions to guide this work.
{"title":"Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands","authors":"Colleen E. Chesnut, Trish Morita-Mullaney","doi":"10.1177/0013161x231211869","DOIUrl":"https://doi.org/10.1177/0013161x231211869","url":null,"abstract":"Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals’ leader identities as they implement these programs. Research Methods/Approach: We used an embedded single case study design, with the phenomenon of Indiana school leadership in DLI strands as the case and principals as the embedded units of analysis, and we conducted semistructured interviews with over 80% of Indiana DLI strand principals ( n = 26). We conceptualized this as a single case, due to the common policy context of state legislation related to DLI and school choice. Findings: The DLI strand principals described their leadership work through primarily instructional and distributed leadership dimensions, drawing upon their historic, epistemic, and political understandings of their roles. Principals draw less upon the emotional and narrative dimensions of their leader identities, which are more apparent in teacher identity literatures. Implications for Research and Practice: Principals of new DLI strands often have limited expertise related to DLI models and have not considered how their roles should accommodate leading “two schools in one.” We provide recommendations for both practitioners and researchers in leadership preparation to encourage school leaders’ deeper engagement in reflective work across the dimensions of leader identity development. We furnish a matrix of questions to guide this work.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"45 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135681980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.1177/0013161x231204883
Alison Fox Resnick
Purpose: Many efforts for educational transformation involve fundamentally new visions of the principal's role. This article examines the potential of an analytic framework for understanding principal learning in such contexts. An adaptation of an analytic approach to studying teacher learning, the framework examines learning as individual professional identity development situated within shifts in local definitions of competence for the role of the principal. Research Approach: Grounded in a sociocultural perspective, the analytic framework is designed for analysis of (a) how individuals develop new professional identities, and (b) how such learning is situated in contexts of shifting, local narratives and expectations about professional roles, responsibilities, and competence. The use of the analytic framework is illustrated through qualitative analysis of a case of a district effort to support four elementary principals to develop fundamentally different leadership practice specific to participation in teacher professional development. Findings: Illustrative findings reveal the gradual and complex development of principal role identities specific to the emerging expectations for practice. For the first part of the year, principals demonstrated evidence of enacting new practice out of compliance. As the year progressed, the analysis indicated that principals began to identify with new expectations for practice and shift their underlying conceptions of student and teacher learning. Implications: The analytic framework has methodological implications for how principal learning for the transformation of practice is conceptualized, studied, and supported in local contexts.
{"title":"Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation","authors":"Alison Fox Resnick","doi":"10.1177/0013161x231204883","DOIUrl":"https://doi.org/10.1177/0013161x231204883","url":null,"abstract":"Purpose: Many efforts for educational transformation involve fundamentally new visions of the principal's role. This article examines the potential of an analytic framework for understanding principal learning in such contexts. An adaptation of an analytic approach to studying teacher learning, the framework examines learning as individual professional identity development situated within shifts in local definitions of competence for the role of the principal. Research Approach: Grounded in a sociocultural perspective, the analytic framework is designed for analysis of (a) how individuals develop new professional identities, and (b) how such learning is situated in contexts of shifting, local narratives and expectations about professional roles, responsibilities, and competence. The use of the analytic framework is illustrated through qualitative analysis of a case of a district effort to support four elementary principals to develop fundamentally different leadership practice specific to participation in teacher professional development. Findings: Illustrative findings reveal the gradual and complex development of principal role identities specific to the emerging expectations for practice. For the first part of the year, principals demonstrated evidence of enacting new practice out of compliance. As the year progressed, the analysis indicated that principals began to identify with new expectations for practice and shift their underlying conceptions of student and teacher learning. Implications: The analytic framework has methodological implications for how principal learning for the transformation of practice is conceptualized, studied, and supported in local contexts.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-03DOI: 10.1177/0013161x231201134
Yinying Wang
Purpose: This response cautions against narrowly interpreting Hallinger's bibliometric findings on the intellectual structure and impact of Educational Administration Quarterly (EAQ). It highlights two main issues when using citations to measure influence. Response Argument: First, citations reflect a variety of motivations beyond acknowledging intellectual contribution, such as persuasion, allegiance-signaling, and preferential attachment. The sleeping beauty phenomenon and citation bias can further distort the interpretation of bibliometric findings. Second, setting thresholds for co-citation networks renders the periphery invisible; however, the periphery contains anomalies that could spur future paradigm shifts. Implications: The response urges embracing diverse views and nuanced interpretations to prevent perpetuating existing inequalities.
{"title":"Where Does the Future of an Intellectual Structure of the <i>EAQ</i> Corpus Lie? A Response to Hallinger et al.'s Empirical Reflection","authors":"Yinying Wang","doi":"10.1177/0013161x231201134","DOIUrl":"https://doi.org/10.1177/0013161x231201134","url":null,"abstract":"Purpose: This response cautions against narrowly interpreting Hallinger's bibliometric findings on the intellectual structure and impact of Educational Administration Quarterly (EAQ). It highlights two main issues when using citations to measure influence. Response Argument: First, citations reflect a variety of motivations beyond acknowledging intellectual contribution, such as persuasion, allegiance-signaling, and preferential attachment. The sleeping beauty phenomenon and citation bias can further distort the interpretation of bibliometric findings. Second, setting thresholds for co-citation networks renders the periphery invisible; however, the periphery contains anomalies that could spur future paradigm shifts. Implications: The response urges embracing diverse views and nuanced interpretations to prevent perpetuating existing inequalities.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1177/0013161x231200883
Philip Hallinger
Despite its historical status as the world's leading research journal in the field of educational leadership and management, Educational Administration Quarterly faces the challenge of adapting to a rapidly changing publication environment. This bibliometric review sought to highlight the journal's distinctive contributions and identify future challenges. The review applied bibliometric analyses to 1,357 articles published in the journal from 1965 through 2020. Geographic authorship patterns have remained quite stable across the past six decades, with the national origin of authors highly skewed toward the USA, and to a far greater extent than other leading journals in the field. Document citation analysis supported the conclusion that the journal has been a key channel for the dissemination of programmatic research spanning multiple decades with an emphases on leadership, leadership effects, and social justice. Analysis of the intellectual structure of the journal's corpus identified four schools of thought associated with Leadership for Learning, Teacher Development and School Change, School Culture and Organization, and Social Justice. Journal co-citation analysis found that the content published in Educational Administration Quarterly has been increasingly influenced by research published in the fields of management science, applied psychology, and general education, in addition to educational leadership and management. Based on this review, the author concludes that the journal's caretakers face an urgent and important decision concerning their vision of the journal's future. Do they wish for the journal to remain a prestigious “national” journal, or become an international journal that engages meaningfully with the global community of scholars?
{"title":"An Empirical Reflection on <i>Educational Administration Quarterly</i>'s Distinctive Contributions to the Field, 1965–2020","authors":"Philip Hallinger","doi":"10.1177/0013161x231200883","DOIUrl":"https://doi.org/10.1177/0013161x231200883","url":null,"abstract":"Despite its historical status as the world's leading research journal in the field of educational leadership and management, Educational Administration Quarterly faces the challenge of adapting to a rapidly changing publication environment. This bibliometric review sought to highlight the journal's distinctive contributions and identify future challenges. The review applied bibliometric analyses to 1,357 articles published in the journal from 1965 through 2020. Geographic authorship patterns have remained quite stable across the past six decades, with the national origin of authors highly skewed toward the USA, and to a far greater extent than other leading journals in the field. Document citation analysis supported the conclusion that the journal has been a key channel for the dissemination of programmatic research spanning multiple decades with an emphases on leadership, leadership effects, and social justice. Analysis of the intellectual structure of the journal's corpus identified four schools of thought associated with Leadership for Learning, Teacher Development and School Change, School Culture and Organization, and Social Justice. Journal co-citation analysis found that the content published in Educational Administration Quarterly has been increasingly influenced by research published in the fields of management science, applied psychology, and general education, in addition to educational leadership and management. Based on this review, the author concludes that the journal's caretakers face an urgent and important decision concerning their vision of the journal's future. Do they wish for the journal to remain a prestigious “national” journal, or become an international journal that engages meaningfully with the global community of scholars?","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1177/0013161x231201826
Alounso Gilzene
An Empirical Reflection on Educational Administration Quarterly’s Distinctive Contributions to the Field, 1965–2020 evaluated the impact of Educational Administration Quarterly using bibliometrics (EAQ). The authors in an analysis of articles from 1965 to 2020 highlighted scholars who made significant contributions to the journal. The outcomes, together with the most cited EAQ articles were then leveraged to infer the corpus’ essential features. While the information presented was important there were some key issues the interpretation. In this response, I questioned the concept of impact through a discussion of bias in citations and examined some of the limitations of the authors’ conception of social justice work, one of the schools of thought mentioned in the EAQ Intellectual framework.
{"title":"Edifying the Body: Troubling Notions of Impact When Discussing EAQ's Intellectual Structure","authors":"Alounso Gilzene","doi":"10.1177/0013161x231201826","DOIUrl":"https://doi.org/10.1177/0013161x231201826","url":null,"abstract":"An Empirical Reflection on Educational Administration Quarterly’s Distinctive Contributions to the Field, 1965–2020 evaluated the impact of Educational Administration Quarterly using bibliometrics (EAQ). The authors in an analysis of articles from 1965 to 2020 highlighted scholars who made significant contributions to the journal. The outcomes, together with the most cited EAQ articles were then leveraged to infer the corpus’ essential features. While the information presented was important there were some key issues the interpretation. In this response, I questioned the concept of impact through a discussion of bias in citations and examined some of the limitations of the authors’ conception of social justice work, one of the schools of thought mentioned in the EAQ Intellectual framework.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136314283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1177/0013161x231200884
Philip Hallinger
{"title":"Response to Commentaries on An Empirical Reflection on <i>Educational Administration Quarterly's</i> Distinctive Contributions to the Field, 1965–2020","authors":"Philip Hallinger","doi":"10.1177/0013161x231200884","DOIUrl":"https://doi.org/10.1177/0013161x231200884","url":null,"abstract":"","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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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