Educational administration: theory and practice
Kuram ve uygulamada eğitim yönetimi
Abbreviation:
Educ. Admin. Theory Pract.
Published by:
Educational Administration: Theory and Practice
Publisher Location: Nagpur, India
Journal Website:
https://kuey.net/index.php/kuey/issue/archive
Range of citations in the SafetyLit database:
2024; 30(5) --
2024; 30(5)
Publication Date Range:
--
Number of articles from this journal included in the SafetyLit database:
1
(Download all articles from this journal in CSV format.)
pISSN = 1300-4832 | eISSN = 2148-2403
Find a library that holds this journal: http://worldcat.org/issn/13004832
Journal Language(s):
English
Aims and Scope (from publisher):
The Educational Administration: Theory and Practice publishes prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. The journal embraces traditional and emergent research paradigms, methods, and issues. The journal particularly promotes the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
The goal of the editorial team and the journal’s editorial board is to promote sound scholarship and a clear and continuing dialogue among scholars and practitioners from a broad spectrum of education.
Educational Administration: Theory and Practice presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues facing educational organizations. As an editorial team, we embrace traditional and emergent theoretical frameworks, research methods, and topics. We particularly promote the publication of rigorous and relevant scholarly work with utility for educational policy, practice, and research.
The journal’s primary focus is on studies of educational leadership, organizations, leadership development, and policy as they relate to elementary and secondary levels of education. Examinations of leadership and policy that fall outside K-12 are considered insofar as there are meaningful connections to the K-12 arena (e.g., college pipeline). International comparative investigations are welcome to the extent they have implications for a broad audience.