{"title":"陶冶身体:在讨论EAQ的知识结构时令人不安的影响概念","authors":"Alounso Gilzene","doi":"10.1177/0013161x231201826","DOIUrl":null,"url":null,"abstract":"An Empirical Reflection on Educational Administration Quarterly’s Distinctive Contributions to the Field, 1965–2020 evaluated the impact of Educational Administration Quarterly using bibliometrics (EAQ). The authors in an analysis of articles from 1965 to 2020 highlighted scholars who made significant contributions to the journal. The outcomes, together with the most cited EAQ articles were then leveraged to infer the corpus’ essential features. While the information presented was important there were some key issues the interpretation. In this response, I questioned the concept of impact through a discussion of bias in citations and examined some of the limitations of the authors’ conception of social justice work, one of the schools of thought mentioned in the EAQ Intellectual framework.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"79 1","pages":"0"},"PeriodicalIF":2.4000,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Edifying the Body: Troubling Notions of Impact When Discussing EAQ's Intellectual Structure\",\"authors\":\"Alounso Gilzene\",\"doi\":\"10.1177/0013161x231201826\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"An Empirical Reflection on Educational Administration Quarterly’s Distinctive Contributions to the Field, 1965–2020 evaluated the impact of Educational Administration Quarterly using bibliometrics (EAQ). The authors in an analysis of articles from 1965 to 2020 highlighted scholars who made significant contributions to the journal. The outcomes, together with the most cited EAQ articles were then leveraged to infer the corpus’ essential features. While the information presented was important there were some key issues the interpretation. In this response, I questioned the concept of impact through a discussion of bias in citations and examined some of the limitations of the authors’ conception of social justice work, one of the schools of thought mentioned in the EAQ Intellectual framework.\",\"PeriodicalId\":48091,\"journal\":{\"name\":\"Educational Administration Quarterly\",\"volume\":\"79 1\",\"pages\":\"0\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2023-09-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Administration Quarterly\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/0013161x231201826\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0013161x231201826","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Edifying the Body: Troubling Notions of Impact When Discussing EAQ's Intellectual Structure
An Empirical Reflection on Educational Administration Quarterly’s Distinctive Contributions to the Field, 1965–2020 evaluated the impact of Educational Administration Quarterly using bibliometrics (EAQ). The authors in an analysis of articles from 1965 to 2020 highlighted scholars who made significant contributions to the journal. The outcomes, together with the most cited EAQ articles were then leveraged to infer the corpus’ essential features. While the information presented was important there were some key issues the interpretation. In this response, I questioned the concept of impact through a discussion of bias in citations and examined some of the limitations of the authors’ conception of social justice work, one of the schools of thought mentioned in the EAQ Intellectual framework.
期刊介绍:
Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.