Journal of Educational Administration and History

Scope & Guideline

Advancing Insights in Educational Leadership and Legacy

Introduction

Explore the comprehensive scope of Journal of Educational Administration and History through our detailed guidelines, including its aims and scope. Stay updated with trending and emerging topics, and delve into declining areas to understand shifts in academic interest. Our guidelines also showcase highly cited topics, featuring influential research making a significant impact. Additionally, discover the latest published papers and those with high citation counts, offering a snapshot of current scholarly conversations. Use these guidelines to explore Journal of Educational Administration and History in depth and align your research initiatives with current academic trends.
LanguageEnglish
ISSN0022-0620
PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Support Open AccessNo
CountryUnited Kingdom
TypeJournal
Convergefrom 1968 to 2000, from 2010 to 2024
AbbreviationJ EDUC ADM HIST / J. Educ. Adm. Hist.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND

Aims and Scopes

The Journal of Educational Administration and History is dedicated to advancing the field of educational administration through critical analysis, historical context, and contemporary practices. It aims to provide a platform for scholarly discourse that informs and shapes educational leadership, policy, and governance across various educational contexts.
  1. Educational Leadership and Governance:
    The journal focuses on exploring the dynamics of educational leadership, emphasizing the role of principals and other leaders in shaping school culture, policy, and practice.
  2. Historical Perspectives in Education:
    It integrates historical analysis with contemporary educational issues, examining how past events and ideologies inform current practices and policies in education.
  3. Critical Policy Discourse:
    The journal addresses critical perspectives on educational policy, analyzing the implications of local and global educational reforms and movements.
  4. Social Justice and Equity:
    A core area of focus is the intersection of education with social justice, equity, and diversity, emphasizing the role of leadership in promoting inclusive practices.
  5. Impact of Societal Issues on Education:
    The journal examines how broader societal issues, such as neoliberalism, gender dynamics, and crises (e.g., COVID-19), affect educational leadership and administration.
Recent publications in the Journal of Educational Administration and History reflect emerging themes that resonate with contemporary educational challenges and innovations. These trends highlight the journal's responsiveness to the evolving landscape of education.
  1. Impact of COVID-19 on Education:
    There is a growing body of work examining the ramifications of the COVID-19 pandemic on educational leadership, highlighting resilience, adaptation, and the emotional toll on educators.
  2. Gender and Educational Leadership:
    Research focusing on gender dynamics, including the #MeToo movement and feminist leadership, is increasingly prevalent, reflecting a broader societal push for equity and representation.
  3. Actor-Network Theory in Educational Research:
    A notable trend is the application of Actor-Network Theory (ANT) to explore educational leadership and policy, emphasizing the interconnectedness of various actors and factors in education.
  4. Community and Grassroots Movements:
    There is an emerging focus on community organizing and grassroots movements in education, exploring how local initiatives can influence policy and practice effectively.
  5. Equity and Inclusion in Leadership:
    Recent papers increasingly address issues of equity and inclusion, particularly how educational leaders can foster environments that support diverse student populations.

Declining or Waning

While the journal continues to evolve, certain themes appear to be declining in prominence. This may reflect changing priorities in educational research or shifts in societal focus.
  1. Traditional Leadership Models:
    There seems to be a waning interest in conventional models of educational leadership that do not incorporate contemporary challenges, such as inclusivity and emotional intelligence.
  2. Focus on Standardized Testing:
    Themes surrounding standardized testing and accountability measures are less frequently addressed, possibly indicating a shift toward broader educational quality discussions.
  3. Historical Biographies of Educators:
    Historical biographies and narratives focusing solely on individual educators' lives have decreased, as the journal leans towards more systemic and collective analyses.
  4. Top-Down Policy Implementation:
    There is a noticeable decline in articles that focus solely on top-down approaches to policy implementation, with a growing emphasis on collaborative and participatory methods.

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