The field of educational administration

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Based on journal articles that focused on epistemological issues in the field (e.g. the field's nature, purposes, borders, knowledge base, uniqueness, etc.), this paper seeks to outline the intellectual discussions in the field of educational administration (EA) since the foundation of its major journals and suggest some lessons for the state of the field at the present time. Design/methodology/approach -The review is based on all papers, scholarly, historical or empirical, that observed philosophical, epistemological and methodological issues and concerns in this field. The papers were analyzed and coded by their purposes, arguments, epistemological questions, criticism, findings and insights. Practical implications -The major concluding epistemological message of this historical account is of "recycling," i.e. the field is typically embedded with debates over similar ideas, assumptions, and insights about EA as a field of study throughout the last five decades. Therefore, it is a time for radical changes in the understanding of the field's intellectual missions and boundaries. Originality/value -The historical overview is likely both to acquaint one with the historical scholarly streams, trends and debates in knowledge development of EA as a field of study, and help international field members understand and mould their professional identity.

Politicians’ involvement in street-level policy implementation: Implications for social equity

“…Consequently, many agents, including the mayor, citizens and business players, who previously had no part in the educational environment, now play a significant role. Local politics are increasingly a factor in the schools and influence the professional considerations of the faculty (Oplatka, 2015).…”

Türki̇ye'de Eği̇ti̇m Yöneti̇mi̇ Alaninda Yazilan Doktora Tezleri̇ni̇n Alana Katkisi Üzeri̇ne Bi̇r Değerlendi̇rme

“…Ayrıca bu durum sadece Türkiye'ye özgü bir durum da değildir. Eğitim yönetimi alanında yapılan çalışmaların birbirini tekrarlayan, özgünlükten uzak ve benzer çalışmalar olduğu yurtdışında da (Bridges, 1982;Haller, 1979;Haller ve Knapp, 1985;Hallinger, 2001;Heck ve Hallinger, 2005;Oplatka, 2009; belirlenmiştir. Hallinger (2001; tezlerde kullanılan kavramsal çerçevelerin ve yöntemlerin, bir bütün olarak, alandaki kuramsal veya uygulamalı bilgi tabanına katkıda bulunmakta yetersiz olduğunu belirlemiştir.…”

Quantitative Research Methods Training in Education Leadership and Administration Preparation Programs as Disciplined Inquiry for Building School Improvement Capacity

“…Thus, graduate students in education leadership today enter into a field of university training programs simultaneously seen as a positive stepping stone into the profession, yet also under critique and revision in an effort to make the student’s investment of time and money in their training relevant, rigorous, applied, and research-based. As with the majority of the subdomains within educational leadership research and practice (Oplatka, 2009; Wang & Bowers, 2016; Wang, Bowers, & Fikis, 2017), the history of professional preparation of school leaders in university programs could be termed, as Riehl (2015) has recently termed the research in educational leadership overall, as “mostly unpunctuated disequilibrium.” It is within this context that I aim to discuss the issue of quantitative methods in education leadership preparation programs, especially as they relate to training doctoral students as scholar-practitioners who aim to work as district leader practitioners.…”