回顾五十年的EMAL学术:期刊与教育领导与管理领域的纵向视角

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Management Administration & Leadership Pub Date : 2022-03-01 DOI:10.1177/17411432221077767
T. Bush
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引用次数: 2

摘要

欢迎来到EMAL 50周年特别版。这期杂志的特色是对教育领导的几个重要方面进行纵向概述的论文,这些论文的作者在该杂志的发展以及教育管理、行政和领导领域发挥了重要作用。所有主要作者都是英国或国际编辑委员会的成员,因此对期刊的战略方向做出了重大贡献。正如我在上一篇社论中所指出的,该杂志的第一版于1972年6月出版,标题为《教育管理》。最初,每卷只有两期,但在1980年代增加到每年三期,从1989年起增加到每年四期。这种情况一直持续到2009年,当时推出了每卷六版的现行模式,每年发表的文章多达54篇。这种扩张反映了该领域作为学习和实践舞台的重要性日益增加。每卷论文数量的增加也是对作者在该期刊上发表论文的需求的回应,2020年和2021年都有600多篇论文提交。一个相关的发展是期刊的国际化,在过去的一年里有来自80个国家的投稿(见表1)。表1显示了期刊投稿的国际传播情况,说明了该领域的全球意义,人们越来越认识到有效领导对学校改进和学生学习的重要性。知识生产是衡量每个辖区内学校领导优先程度的一项措施。对EMAL的广泛兴趣与该杂志早期所有撰稿人都是英国人的情况形成鲜明对比。该杂志很快成为一个讨论教育管理本质的论坛。一个突出的例子发生在1976年,当时教育管理部门举办了一场题为“巴尔·格林菲尔德与组织理论:研讨会”的研讨会。格林菲尔德对上世纪70年代关于组织的传统观念提出了挑战,他认为,除了在学校或其他教育机构工作或与之相关的人之外,组织没有任何意义。他驳斥了一种普遍存在的假设,即组织存在、有目标、可以独立于内部人员而行动。格林菲尔德的批评引发了一场广泛的辩论,在该杂志和其他地方上演,并在21世纪深处仍然很重要。我的《教育领导与管理理论》(布什,2020年出版)一书,现在是第五版,在主观模型一章中广泛介绍了他的工作。辩论包括当代问题,如愿景和使命,以及是否这样的结构编辑
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Reviewing fifty years of EMAL scholarship: Longitudinal perspectives on the journal and the field of educational leadership and management
Welcome to this very special 50th Anniversary edition of EMAL. The issue features longitudinal overview papers on several significant aspects of educational leadership, by influential authors who play a major part in the development of the journal, and of the field of educational management, administration, and leadership. All lead authors are members of the UK or International Editorial Boards, and thus contribute strongly to the strategic direction of the journal. As noted in my previous editorial, the first edition of the journal was published in June 1972, with the title of Educational Administration. Initially, there were only two issues per volume, but this increased to three each year in the 1980s and to four from 1989. This continued until 2009, when the current pattern of six editions of each volume was introduced, with up to 54 articles published each year. This expansion reflects the growing importance of the field as an arena for study and practice. The increase in the size of each volume is also a response to author demand to publish in the journal, with more than 600 submissions in both 2020 and 2021. A related development is the internationalisation of the journal, with submissions from 80 countries in the past year (see Table 1). Table 1 shows the international spread of submissions to the journal, illustrating the global significance of the field, amid increasing recognition of the importance of effective leadership for school improvement and student learning. Knowledge production is one measure of the priority given to school leadership in each jurisdiction. The widespread interest in EMAL is in sharp contrast to the early years of the journal when all contributors were British. The journal quickly became a forum for debates about the nature of educational administration. A prominent example came in 1976, when Educational Administration featured a symposium entitled ‘Barr Greenfield and Organisational Theory: A Symposium’. Greenfield challenged 1970s conventional wisdom about organisations, arguing that they have no meaning beyond that of the people who work in, or relate to, schools or other educational institutions. He rejected the widespread assumption that organisations exist, have goals, and can act independently from the people who inhabit them. Greenfield’s critique led to an extended debate, played out in the journal and elsewhere, and remains important deep into the 21st century. My book on Theories of Educational Leadership and Management (Bush, 2020), now in its fifth edition, features his work extensively in the chapter on subjective models. The debate includes contemporary issues, such as vision and mission, and whether such constructs Editorial
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
期刊最新文献
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