Haas, E; Wilson, GY; Cobb, CD; Hyle, AE; Jordan, K; Kearney, KS " Assessing influence on the field: An analysis of citations to educational administration quarterly, 1979-2003. Educ. Admin. Quarterly 43(4): 494-513, Oct. 2007

[Eugene Garfield]

Eric Haas : eric.haas at uconn.edu 

TITLE:          Assessing influence on the field: An analysis of
                citations to educational administration quarterly, 1979-
                2003 (Article,
                English)
AUTHOR:         Haas, E; Wilson, GY; Cobb, CD; Hyle, AE; Jordan, K;
                Kearney, KS
SOURCE:         EDUCATIONAL ADMINISTRATION QUARTERLY 43 (4). OCT 2007.
                p.494-513 CORWIN PRESS INC A SAGE PUBLICATIONS CO,
                THOUSAND OAKS


ABSTRACT:       Study Purpose: This article examines the influence of
Educational Administration Quarterly (EAQ) on the scholarly literature in 
education during the 25-year period 1979 to 2003. This article continues 
part of the first critique of EAQ conducted by Roald Campbell in 1979.

Study Methods: Two citation measures are used in this study to assess EAQ
influence: (a) citation frequency, the total citations counts to EAQ 
articles found in the Web of Science database and (b) the impact factor, a 
ratio of citations to articles published that is calculated as part of the 
Journal Citation Reports.

Study Findings: The findings point to three conclusions: (a) EAQ's 
substantive, ongoing influence on the scholarly education literature is 
limited to a small percentage of its published articles, which are cited 
predominantly by subsequent articles in EAQ; (b) this level of influence, 
though perhaps not the form, appears to be generally comparable to the 
level of other scholarly education journals with a solid academic 
reputation; and (c) EAQ appears to be statistically among the top tier of 
influential scholarly journals in education, but below the most 
influential. Overall, EAQ's influence on the scholarly education literature 
has improved since the first critique published in 1979.

AUTHOR ADDRESS: E Haas, Univ Connecticut, Ctr Educ Policy Anal, Storrs, CT
                06269 USA