Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations

The field of educational-leadership research has broadened over the last 50 years, with diverse knowledge-production traditions (e.g. functionalist and critical); audiences (e.g. practitioners, researchers and policymakers) and preferred sites of publication. In this article, we trace how the objectives, methods, claims and relative significance of educational-leadership research, and the identities and epistemological assumptions of educational-leadership researchers, are changing over time. We systematically and manually analysed trends in educational-leadership research through keyword searches across all journal publication sites over 50 years, exploring researchers’ contributions, epistemological positioning and journal choices. We also explored the balance between empirical and conceptual scholarship, geographical location and use of theory. We found that critical educational-leadership research is common across the international field but is more likely to be published in high-ranking generalist education journals or lower-ranking educational-leadership-focused journals. Our research contributes a novel, robust and, significantly, relatively wide-ranging empirical basis to identify key trends, gaps and silences within the field of educational-leadership research over time. Our research enables better understanding of the areas that are potentially under-researched and the ways the field might be creating and reproducing power dynamics in research.

INTENSIVE CARE IN NON-CRITICAL UNITS: REPRESENTATIONS AND PRACTICES OF NOVICE GRADUATE NURSES

ABSTRACT Objective: to analyze the practices of novice graduated nurses in view of their social representations on intensive care to the critical patient provided in non-critical patient units. Method: a qualitative research, based on social representations, with 26 novice graduated nurses at a private university in Rio de Janeiro (Brazil). Data collection made between 2016 and 2017 by a semi-structured interview and lexical analysis by Alceste software. Results: the context of the Intensive Care Unit influences social representations, which mobilizes identity aspects of this environment that stereotype the ward as a disorganized place and that does not have material resources and trained professionals. Thus, when novice undergraduates act and despite the effort and dedication fail to transfer the patient, fear and lack of confidence are exacerbated, resulting in actions that can bring risks to the patient. Conclusion: there are stereotypes in relation to the clinic that limit the care actions of the novice undergraduates in relation to the critical patient, and should be re-signified in generalist education. It is recommended to develop follow-up programs for novice graduated nurses.

FORMAÇÃO PERMANENTE E GESTÃO EDUCACIONAL: COMPONENTES INTERVENIENTES DE UM MODELO TEÓRICO DE DESENVOLVIMENTO DOCENTE

The complexity of the current reality, the changes in the area of health and public policies demand professionals in the medical field with integral conceptions of the human being, with a generalist education, more humanized and ethical. This has led medical schools to transform their pedagogical practices in search of active teaching and learning methodologies. Teacher training is essential in the process of curricular change. This research was developed with the purpose of understanding the experience of teachers of the medical course with their practice and with the formative space, and to communicate it through a theoretical model representative of this experienced process. It was a qualitative research conducted at a State Medical School in the countryside of São Paulo’s state, where medical professors from the first two and the last two years of the undergraduate course were interviewed. The methodological framework of the Theory Based on Data was followed and the theoretical saturation was given in the 19th interview. The theoretical model discovered indicates that the whole movement of the teacher must be valued by the spaces of educational development and educational management. Each professor can experience, in the same context, experiences that link or distance him from the proposed pedagogical model. The (re)construction of meanings for work comes from social interaction, experience of the method and development of co-management.

Case Study #3: When I Was a Lad & Modern Major-General by William S. Gilbert

“When I Was a Lad” is from H.M.S. Pinafore, a nineteenth century British operetta by William S. Gilbert and Arthur Sullivan. It’s sung by a man who has become “the ruler of the Queen’s Navy.” Through the song, he tells about his climb to success. “I Am the Very Model of a Modern Major-General” is from Pirates of Penzance. Sung by the major-general, it extols his many qualifications and hints at his ambition.Gilbert and Sullivan’s comic operas often involved political satire, and this is the case with both of these songs. Both songs describe the talents, experience, qualifications of a government official. Both songs poke fun of officials and their self-importance. Both songs point to the benefit of having a broad, generalist education for higher-level positions. And both songs make the point that public officials need appropriate qualifications and experience. But the characters singing these songs display many differences as well, and very different outlooks on how to succeed. As you follow the lyrics, what do you make of the two gentlemen? Who would you want to work for? Who would you want working for you?

Editors' Introduction: Expanding Our Vision for the Arts in Education

In 1991 the Harvard Educational Review presented a two-part arts education symposium (vol. 61, nos. 1 & 3) that was published the following year as Arts as Education (Goldberg & Phillips, 1992). Then, HER editors were troubled to look back on the history of our journal and find scant discussion of issues pertaining to the arts in education. Twenty years after the Arts as Education symposium, we remain troubled that the topic of arts teaching and learning has continued to remain a stranger to the pages of our journal, only rarely making an appearance in the occasional article or Book Note. While we are dismayed by this lack of focus on the arts in a generalist education journal such as our own, we wonder, Should we really be surprised by the absence of arts education content in HER? Given that our current educational landscape is so deeply fixated on standardized tests, measurable outcomes in rigid content areas, and increased “achievement” at all costs, perhaps it makes sense that the arts—though fundamental to how we make meaning of ourselves, our environments, and our sociocultural interactions—are relegated to the margins of dominant discussions on education and therefore sadly absent from HER's pages.