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Izhar Oplatka - One of the best experts on this subject based on the ideXlab platform.
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Educational Administration and the Relational Approach: Can We Suffice Contextual-Based Knowledge Production?
Beyond Leadership, 2018Co-Authors: Izhar OplatkaAbstract:In this chapter, I revisit the relational approach articulated by Scott Eacott and propose a counter-argument that draws on the literature about the school as an organization and on the literature about disciplinarity (the field that explores the structure and processes of academic disciplines). Briefly speaking, whereas the context matters, as Eacott correctly maintained, particular features of the school organization (e.g., teaching, culture) are universal to such an extent that they allow the foundation of a field of study (Educational Administration). In this sense, the universal nature of the field’s models, perspectives, and concepts endows academic legitimacy to its members (i.e., scholars and researchers) in universities worldwide. Therefore, Educational Administration scholars have always strived to produce theoretical and empirical knowledge that is cross-national and valid in multiple Educational arenas as is evident in the “practical implications” section in many journal-papers published in the field’s journals. I conclude this essay by lending several consecutive ponderings about the kind of knowledge we need to develop in the field of Educational Administration given the diverse Educational contexts in our era of life.
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the place of social justice in the field of Educational Administration a journals based historical overview of emergent area of study
2014Co-Authors: Izhar OplatkaAbstract:The purpose of this chapter was to trace the place of “social justice” in the field’s discourse since early 1960s, the decade in which the first academic journals of the field appeared. More specifically, the chapter aims at (1) presenting the emergence of “social justice” as an area of study in the field’s journals from a historical perspective and (2) analyzing the major topics related to this area of study and its types of publication. Based on a qualitative content analysis of the major journals of Educational Administration and leadership, it was found that the history of “social justice” (including equality, race, and diversity) can be depicted by a line on a graph that begins on the bottom of the left side and rises slowly but steadily up and up to the right side in the top of the graph. Indeed, the interest in “social justice” (and related social topics) moved from a very minor aspect in the field’s discourse, expressed mainly by sociological writings concerning issues of equality, equity, and equal opportunities regardless to Educational leadership, to many studies and essays debating and researching forms of leadership for social justice and promoting the discourses of race, diversity, and equality in the field. The chapter “charts” the development of “social justice” through four decades of journal writing and illustrates the much interest it receives in our era.
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Fifty years of publication: Pondering the legacies of the Journal of Educational Administration
Journal of Educational Administration, 2012Co-Authors: Izhar OplatkaAbstract:Purpose – The purpose of this paper is to identify the legacies of the Journal of Educational Administration (JEA) since its foundation in 1963 to the present (2011) and to illuminate the main contributions of the Journal to the academic field of Educational Administration (EA) worldwide.Design/methodology/approach – The method employed in analysing the Journal's articles was “qualitative content analysis” which includes constant comparisons for discovering patterns, emphases and themes in an array of documents. The first stage of analysis included extensive reading, sorting and searching through the Journal's abstracts resulting in the coding of categories, key words and themes. In the second stage, themes and categories were identified and compared until main themes and sub‐categories in each abstract emerged.Findings – The paper traces the Journal's legacies in every decade since its foundation, and highlights the dynamic nature of this publication. Likewise, the dominance of the “empirical legacy” as ...
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the legacy of Educational Administration a historical analysis of an academic field
2010Co-Authors: Izhar OplatkaAbstract:Contents: The academic discipline - Epistemology - Disciplinary boundaries - Management sciences - Education studies - Intellectual identity - Theory versus practice - Educational Administration - Educational leadership.
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the professoriate in the field of Educational Administration insights from an analysis of journal authors curricula vitae
Journal of Educational Administration, 2010Co-Authors: Izhar OplatkaAbstract:Purpose – Based on a qualitative content analysis of 57 curricula vitae of authors who published their work in the major journals of the Educational Administration (EA) field, this paper seeks to display the career of EA authors and to suggest some epistemological implications for the field.Design/methodology/approach – The analysis is based on both quantitative and qualitative modes of inquiry, according to which the curricula vitae is seen as a document that is susceptible to textual analysis.Findings – EA authors receive their academic degrees in a host of disciplines from many countries and universities, usually work in the compulsory Educational system, and hold many academic roles in their university. They teach courses, conduct research and publish works on a host of topics, three of which are very widespread: leadership, managerial processes, and organisational aspects.Originality/value – The analysis acquaints the reader with some of many aspects of the professoriate in diverse countries, and hel...
Allan David Walker - One of the best experts on this subject based on the ideXlab platform.
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towards comparative Educational Administration building the case for a cross cultural school based approach
Journal of Educational Administration, 1998Co-Authors: Clive Dimmock, Allan David WalkerAbstract:Promotes and justifies a stronger comparative emphasis in the study of Educational Administration and management. Addresses questions such as, why adopt a comparative approach to Educational Administration? Why ground a comparative approach in culture? and, why focus on school organisation, leadership and management as the baseline unit for comparison? In systematically addressing these questions, the paper begins by acknowledging that comparative Educational Administration has, at best, a weak knowledge base. It goes on to clarify the potential importance of a comparative dimension to the field, and in particular, a comparative approach reflecting a cross‐cultural perspective. Finally, the paper briefly addresses a number of key issues which, it is argued, could inform initiatives to create a robust cross‐cultural approach to comparative Educational Administration
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comparative Educational Administration developing a cross cultural conceptual framework
Educational Administration Quarterly, 1998Co-Authors: Clive Dimmock, Allan David WalkerAbstract:Although Educational Administration has experienced impressive development over the past three decades, the fact that a robust comparative branch of the field has failed to emerge is equally conspicuous. This article acknowledges and highlights the need for comparative Educational Administration and argues that the development of conceptual frameworks is imperative in building a comparative dimension. A conceptual framework is described and justified based on a cultural and cross-cultural approach focusing on the school level as the baseline unit for analysis. Specifically, the proposed framework is architectured around the interrelationship between the core concepts of culture, organizational structures, leadership and management processes, curriculum, and teaching and learning. Finally, implicatitons of the model are discussed, including the need for the framework to be operationalized by the development of appropriate research instruments.
Clive Dimmock - One of the best experts on this subject based on the ideXlab platform.
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towards comparative Educational Administration building the case for a cross cultural school based approach
Journal of Educational Administration, 1998Co-Authors: Clive Dimmock, Allan David WalkerAbstract:Promotes and justifies a stronger comparative emphasis in the study of Educational Administration and management. Addresses questions such as, why adopt a comparative approach to Educational Administration? Why ground a comparative approach in culture? and, why focus on school organisation, leadership and management as the baseline unit for comparison? In systematically addressing these questions, the paper begins by acknowledging that comparative Educational Administration has, at best, a weak knowledge base. It goes on to clarify the potential importance of a comparative dimension to the field, and in particular, a comparative approach reflecting a cross‐cultural perspective. Finally, the paper briefly addresses a number of key issues which, it is argued, could inform initiatives to create a robust cross‐cultural approach to comparative Educational Administration
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comparative Educational Administration developing a cross cultural conceptual framework
Educational Administration Quarterly, 1998Co-Authors: Clive Dimmock, Allan David WalkerAbstract:Although Educational Administration has experienced impressive development over the past three decades, the fact that a robust comparative branch of the field has failed to emerge is equally conspicuous. This article acknowledges and highlights the need for comparative Educational Administration and argues that the development of conceptual frameworks is imperative in building a comparative dimension. A conceptual framework is described and justified based on a cultural and cross-cultural approach focusing on the school level as the baseline unit for analysis. Specifically, the proposed framework is architectured around the interrelationship between the core concepts of culture, organizational structures, leadership and management processes, curriculum, and teaching and learning. Finally, implicatitons of the model are discussed, including the need for the framework to be operationalized by the development of appropriate research instruments.
Catherine A Lugg - One of the best experts on this subject based on the ideXlab platform.
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social justice and Educational Administration mutually exclusive
Journal of Educational Administration, 2006Co-Authors: Carol F Karpinski, Catherine A LuggAbstract:Purpose – The purpose of this article is to explore some of the current tensions within Educational Administration in the USA and conclude with a few cautions for educators who engage in social justice projects.Design/methodology/approach – Using a selective case, this historical essay examines the issues of social justice and equity as they have related to Educational Administration in the USA.Findings – The article finds that while Educational administrative practice has been characterized as maintaining the social and political status quo, there are historic examples of leaders promoting social justice. One exemplar is J. Rupert Picott, who provides an example of how one Educational leader navigated through a hostile environment to achieve equity.Practical implications – In a society where accountability is narrowly defined and economic concerns continue to perpetuate a managerial model for Educational administrators, those who embrace a social justice perspective will do so at their own peril. However...
Gabriele Lakomski - One of the best experts on this subject based on the ideXlab platform.
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Methodological individualism, Educational Administration, and leadership
Journal of Educational Administration and History, 2013Co-Authors: Colin W. Evers, Gabriele LakomskiAbstract:There are two major categories of explanation for organisational performance: structural and individual. With the shift away from systems-theoretic accounts that occurred in the 1980s, structural explanations have been replaced increasingly by the individualism of leadership and leader-centric explanations, especially when it comes to schools. In this paper, we argue that leader-centric accounts involve a commitment to methodological individualism and that there are four serious problems with this view. First, it is logically difficult to describe individual actions without recourse to structures. Second, methodological individualism fosters a centralised mindset inviting the attribution of leadership where none may exist. Third, evidence for distributed cognition compromises leader-centrism. And fourth, administrative tasks themselves are often highly structured. In response to these problems, we urge a more balanced approach to organisational functioning, one that involves both structures and individuals.
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science systems and theoretical alternatives in Educational Administration the road less travelled
Journal of Educational Administration, 2012Co-Authors: Colin W. Evers, Gabriele LakomskiAbstract:Purpose – The purpose of this paper is to offer a critical reflection on ideas that have been published in the Journal of Educational Administration over the last 50 years that present perspectives on the nature of Educational Administration and its various aspects, that are alternatives to the mainstream systems‐scientific view of Educational Administration.Design/methodology/approach – The paper employs a standard analytic philosophy methodology with a focus on argument structures found in epistemology. The approach is to argue that the content and structure of administrative theories is shaped significantly by background epistemologies that determine the nature and justification of administrative knowledgeFindings – Epistemologies for both the traditional systems‐science approach to Educational Administration and a range of alternatives are identified and specified, and the most characteristic features of these approaches that follow from their epistemologies are described. The paper permits inferences...
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science in Educational Administration a postpositivist conception
Educational Administration Quarterly, 1996Co-Authors: Colin W. Evers, Gabriele LakomskiAbstract:Arguments about the strengths and weaknesses of traditional logical empiricist conceptions of science have figured prominently in debates over the nature and content of theories of Educational Administration. In this article, we briefly review some of these debates and their consequences for administrative theory, concluding that much of the dispute is misconceived owing to the widespread acceptance of foundational assumptions about knowledge justification. As an alternative, we urge the adoption of a nonfoundational, coherentist view of knowledge justification that leads to a much broader conception of science, one we think is more suitable for developing a systematic new science of Administration. We conclude by outlining some consequences of our new science for postmodern developments in the field and approaches to organizational design and leadership.
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knowing Educational Administration contemporary methodological controversies in Educational Administration research
1991Co-Authors: Colin W. Evers, Gabriele LakomskiAbstract:Preface. Acknowledgements. Educational Administration and the theory of knowledge. Knowledge and justification. The theory of movement: past and present. The Greenfield Revolution. Hodgkinson on humanism in Administration. The cultural perspective. Administration for emancipation. Ethical theory and Educational Administration. Policy analysis: values and complexity. Research in Educational Administration: against paradigms. Author index. Subject index.