Rising Tide: Gender Equality and Cultural Change Around the World.

Rising Tide: Gender Equality and Cultural Change Around the World

Milagros Nores, Assistant Research Professor, National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: mnores@nieer.org Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.W. Steven Barnett, Board of Governors Professor and Director of the National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: wbarnet@rci.rutgers.edu Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.This paper uses a meta-analysis to review the evidence on the benefits of early childhood interventions. The authors also analyze how the revealed effects are correlated with characteristics of the corrective measures and with the target audience.A total of 38 contrasts of 30 interventions in 23 countries were analyzed. The paper focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen’s D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling.A moderate progress has been revealed in each of the outcomes. The benefits are sustained over time. Interventions that have an educational or mixed (educational and stimulation, or care) component evidenced the largest cognitive effects, as compared to cash infusions or nutrition-specific interventions. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions, unlike children whose development is not supported or promoted. Direct care and education appear to be the most efficient interventions, especially for development of cognitive skills in early childhood.DOI: 10.17323/1814-9545-2012-1-200-228

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Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young

Over the last twenty years, higher education for sustainable development (HESD) has attracted increasing interest from scholars, students, and academic institutions globally. This bibliometric review of research analyzed 1459 Scopus-indexed documents related to higher education for sustainable development. The goals of the review were to document the volume, growth trajectory, and geographic distribution of the HESD literature, identify key authors, journals, and publications, analyze the intellectual structure of this knowledge base, and highlight emerging research issues. The review documented a rapidly growing knowledge base of recent vintage, mostly authored by scholars located in developed societies. Four core journals were identified, based on the volume of HESD publications and citation impact. Author co-citation analysis revealed three research clusters that underlie this knowledge base: Managing for Sustainability in Higher Education, HESD Competencies, and Implementation of HESD. This review provides a benchmark for future reviews of research on HESD, reveals the emerging intellectual structure of this inter-disciplinary field, and offers reference points for scholars entering this discipline.

A Bibliometric Review of Research on Higher Education for Sustainable Development, 1998–2018

The purpose of this paper is to outline key findings from a contemporary review of the international empirical literature focused upon teacher leadership. It synthesises what is currently known about the nature, practice, conditions and impact of teacher leadership and to outline patterns in the contemporary empirical research base.,This review is based on an analysis of 150 empirical articles published in Scopus/SSCI-indexed journals between January 2003 and December 2017.,The paper draws upon this contemporary knowledge base to explore: contextual and methodological patterns of teacher leadership research; definitions of teacher leadership; and evidence on the enactment of teacher leadership, factors influencing teacher leadership and impacts of teacher leadership.,This paper highlights the progress and issues of the empirical research on teacher leadership since 2003 and identifies gaps in the knowledge base as well as areas for future scholarly enquiry.

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A Review of the Empirical Research on Teacher Leadership (2003-2017): Evidence, Patterns and Implications.

A bibliometric review of research on sustainable construction, 1994–2018

This systematic review used “science mapping” as a means of understanding the evolution of research in educational administration (EA). The review sought to document the size, growth trajectory, an...

A Bibliometric Review of Research on Educational Administration: Science Mapping the Literature, 1960 to 2018.

This review employed science mapping methods to analyze the evolution of the knowledge base in educational leadership and management from 1960 to 2018. Descriptive trend analysis, citation analysis...

Science Mapping the Knowledge Base in Educational Leadership and Management: A Longitudinal Bibliometric Analysis, 1960 to 2018.

The purpose of this paper is to quantitatively document and synthesize the knowledge base on leading school change and improvement (LSCI).,The authors employed bibliometric analysis to evaluate 1,613 SCOPUS-indexed documents on LSCI published between 1960 and the end of 2017. In addition to descriptive analysis of basic features of the knowledge base, the review also employed citation and co-citation analyses of authors, journals and documents. Author co-citation analysis (ACA) was used reveal the intellectual structure of the LSCI literature.,The growth trajectory of LSCI research began with low levels of publication during the 1960s and 1970s, followed by steady and then accelerating growth in subsequent decades. Citation analyses highlighted key journals, authors and documents in this field, while ACA identified four research streams or Schools of Thought that comprise the LSCI knowledge base: transformational leadership for school improvement, instructional leadership for school improvement, shared leadership for change and school improvement, school improvement.,The review offers empirical documentation of the changing intellectual structure of the one of the key lines of inquiry that emerged in the field of educational administration over the past six decades. More broadly, the review illustrates the benefits of bibliometric analysis as a tool capable of illuminating critical features that bear upon knowledge accumulation in a line of inquiry, or a broader discipline.

Leading school change and improvement: A bibliometric analysis of the knowledge base (1960–2017)

This review of research used science mapping to document European literature in the field of educational leadership and management (EDLM) and assess the extent to which there is a distinctive ‘Euro...

Finding Europe’s niche: science mapping the knowledge base on educational leadership and management in Europe, 1960–2018

Purpose Conceptual model in this paper combines existing scientific knowledge grounded in
 theories of planned behavior, diffusion of innovation and a unified theory of acceptance
 and use of technology, while aiming to identify relevant determinants of continuous
 use of e-learning by employees who used e-learning in the past year at their workplace.
 
 Design/methodology/approach The authors developed and empirically tested the positive impact of professional,
 personal, IT and environmental factors on the continued use of e-learning among 672
 employees across different sectors using the structural equation modeling technique.
 
 Findings Research results suggest that the most powerful determinant of continuous use of e-learning
 are personal factors. Environmental influences and technological aspects also exhibit
 a positive and significant impact on the continuous use of e-learning. Research hypothesis
 related to the positive influence of professional factors on the continuous use of
 e-learning has not been empirically confirmed. Also, results demonstrated that continued
 use of e-learning contributes to better individual business performance.
 
 Practical implications The practical contribution is threefold: to companies, education institutions and
 human resource managers. For companies, identification of key determinants will lead
 to a better understanding of employees needs regarding continuous job improvements.
 The findings can be used by educational institutions to design e-learning programs
 according to results and real value to employees. On the other hand, human resource
 managers can benefit from this study in terms of getting concrete factors that motivate
 employees for continuous job improvement.
 
 Originality/value The research sheds light on the proposed integrated model that tests the post-adoption
 of the continuous use of e-learning within an organizational context.

Jasna Kovačević

Papers

A Bibliometric Review of Research on Educational Administration: Science Mapping the Literature, 1960 to 2018.

Science Mapping the Knowledge Base in Educational Leadership and Management: A Longitudinal Bibliometric Analysis, 1960 to 2018.

Leading school change and improvement: A bibliometric analysis of the knowledge base (1960–2017)

Finding Europe’s niche: science mapping the knowledge base on educational leadership and management in Europe, 1960–2018

Continuous e-learning at the workplace: the passport for the future of knowledge