Visualizing the development of educational leadership research: A systematic review of the literature of the last two decades
The proposed systematic review of literature will attempt to track changes in knowledge production on educational leadership in non-East Asian regions in the last two decades. This review will share three common concerns found in the recent literature reviews and meta-analyses on educational leadership (e.g., Day & Sammons, 2011; Hallinger & Heck, 2010; Leithwood, Day, Sammons, Hopkins, &Harris, 2008; Robinson et al., 2009; Waters & McNulty, 2005; and Hendriks & Steen, 2012): 1) the importance of mediating factors in conceptualizing and understanding the indirect impact of school principals on student performance, 2) the epistemologies of research and the quality of empirical evidence thus generated, and 3) the wider implications of research for educational practice and policy. Regarding the conceptual development of educational leadership, the PI expects that it involves a considerable overlap between the two main concepts, extended instructional leadership and transformational leadership (Krüger & Scheerens, 2012; Robinson, Hohepa & Lloyd, 2009). Thus, two objectives (namely, to track changes in the changes in knowledge production on educational leadership in non-East Asia areas over the last two decades; 2)to illuminate the patterns of conceptualizations and development of educational leadership in the selected publications) will address tracking the knowledge production with respect to factors concerning the internal logic and conceptual development (e.g., variables, constructs, research methods, instruments, and cited references) as well as the external contexts where the publications were originated (e.g., researchers’ affiliations, funding sources, journal profiles). This study will share the key features of a systematic review or systematic research synthesis (see Gough, 2004; Harden, 2001, 2005): 1. the methods adopted are explicit and transparent 2. the stages of research development are explicated 3. it is accountable, replicable and updateable 4. the report addresses the central problems of end-users such that it can be relevant and useful This systematic review will employ data visualization tools to achieve the objectives. Data visualization is considered not only as a strategy to map the changes and development in knowledge production but also a strategy to promote theorization, offering explanations and predictions of but successful and unsuccessful leadership impacts on student outcomes.
Commencement Date :
Completion Date :
Chief Investigator(s) :
Dr KO, Yue On James 高裕安 [APCLC,EPL]
educational leadership research
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