Epistemological Trends in Educational Leadership Studies in Israel: 2000-2012

Autor/inn/en	Eyal, Ori; Rom, Noa
Titel	Epistemological Trends in Educational Leadership Studies in Israel: 2000-2012
Quelle	In: Journal of Educational Administration, 53 (2015) 5, S.574-596 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-01-2014-0009
Schlagwörter	Foreign Countries; Educational Trends; Epistemology; Instructional Leadership; Scholarship; Literature Reviews; School Effectiveness; Politics of Education; Statistical Analysis; Data Analysis; Classification; Research Methodology; Israel + Suchen Sie Ihr Suchwort? Ausland; Bildungsentwicklung; Erkenntnistheorie; Instruction; Leadership; Bildung; Erziehung; Führung; Scholarships; Stipendium; Schuleffizienz; Educational policy; Bildungspolitik; Statistische Analyse; Auswertung; Classification system; Klassifikation; Klassifikationssystem; Research method; Forschungsmethode
Abstract	Purpose: The purpose of this paper is to identify the epistemological trends in the Israeli Educational Leadership (EL) scholarship between the years 2000 and 2012. Design/methodology/approach: The 51 studies included in this review were detected through a systematic search in online academic databases. Abstracts of studies identified as being relevant for this review were read, however, only empirical studies which addressed EL constructs, practices, and processes were ultimately included. As part of data analysis, studies were classified using categorization techniques. To ensure trustworthiness, two independent researchers systematically analyzed all studies. Themes were then compared with thematic trends found in other EL reviews. Findings: Three themes, which reflect conceptual and methodological distinctions, emerged in this review: first, the impact of leadership on school effectiveness; second, the politics of leadership; third, alternative lenses of leadership. Findings revealed a prevalence of studies adopting alternative lenses in the Israeli scholarship, though they represent a blind spot internationally. In addition, findings revealed a blank spot in the Israeli research attributed to few studies which embed leadership into the realm of instruction, though they are prevalent around the world. Originality/value: Theoretically, the findings of this review are valuable for providing a foundation from which to address the blank and blind spots in the field of EL. Practically, its contributions offer insights regarding the cultural complexities of EL-related constructs which may be valuable for local and international EL academics, policymakers, and practitioners, researching or implementing EL scholarship worldwide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01