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Educational Administration Quarterly is a peer-reviewed journal published by SAGE, covering Teacher Education and Leadership Studies, Educational Assessment and Improvement, School Choice and Performance.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Educational Administration Quarterly, 12(3), pp. 45–58.
Formats any DOI in Educational Administration Quarterly style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies Educational Assessment and Improvement School Choice and Performance Collaborative Teaching and Inclusion Parental Involvement in Education |
| ISSN | 0013-161X |
| Citation impact (2-yr) | 2.4 |
| h-index | 155 |
| i10-index | 1,009 |
| Total citations | 96,660 |
| Top institutions publishing here | Pennsylvania State University |
| Journal website | www.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Purpose: The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes. Research Design: The methodology involved an analysis of findings from 27 published studies of the relationship between leadership and student outcomes. The first meta-analysis, including 22 of the 27 studies, involved a…
Although the is little disagreement conquering the belief that principals have an impact on the lives of teachers and students, both the nature and degree of this effect continues to be open to debate. The relationship is complex and not easily subject to empirical verification. This article reviews the empirical literature on the relationship between…
Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership—transformational and instructional. The sample comprises 24 nationally selected restructured schools—8elementary, 8middle, and 8high schools. In keeping…
Purpose : A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership. Research Design : This empirical study examined the following questions: (a) In what…
School restructuring creates new expectations of those who offer leadership to schools, expectations not well captured in images of instructional leadership. This article describes a 4-year program of research about transformational forms of leadership in schools responding to a variety of restructuring initiatives. Evidence is summarized about transformational leadership practices and behaviors in schools, their…
