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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 19, 2008 - Issue 2
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Articles

Organisational learning approaches to school leadership and management: teachers' values and perceptions of practice

David Pedder Faculty of Education, University of Cambridge, UKCorrespondence[email protected]
&
John MacBeath Faculty of Education, University of Cambridge, UK
Pages 207-224 | Received 02 Jan 2007, Accepted 22 Feb 2008, Published online: 20 May 2008

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Mona De Smul, Sofie Heirweg, Geert Devos & Hilde Van Keer. (2020) It’s not only about the teacher! A qualitative study into the role of school climate in primary schools’ implementation of self-regulated learning. School Effectiveness and School Improvement 31:3, pages 381-404.
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Aini-Kristiina Jäppinen, Martine Leclerc & Dorit Tubin. (2016) Collaborativeness as the core of professional learning communities beyond culture and context: evidence from Canada, Finland, and Israel. School Effectiveness and School Improvement 27:3, pages 315-332.
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Rafael Mitchell. (2015) The implications of school improvement and school effectiveness research for primary school principals in Ethiopia. Educational Review 67:3, pages 328-342.
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David Pedder & V. Darleen Opfer. (2013) Professional learning orientations: patterns of dissonance and alignment between teachers’ values and practices. Research Papers in Education 28:5, pages 539-570.
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Ruth Kershner, David Pedder & Christine Doddington. (2013) Professional learning during a schools–university partnership Master of Education course: teachers’ perspectives of their learning experiences. Teachers and Teaching 19:1, pages 33-49.
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Yiasemina Karagiorgi. (2012) School self-evaluation at an embryonic stage: depicting teachers’ experiences with a participative project. International Journal of Leadership in Education 15:2, pages 199-220.
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David Pedder & V. Darleen Opfer. (2011) Are we realising the full potential of teachers’ professional learning in schools in England? Policy issues and recommendations from a national study. Professional Development in Education 37:5, pages 741-758.
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V. Darleen Opfer, DavidJ. Pedder & Zsolt Lavicza. (2011) The influence of school orientation to learning on teachers' professional learning change. School Effectiveness and School Improvement 22:2, pages 193-214.
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Gerry McNamara, Joe O'Hara, Penelope L. Lisi & Sigurlina Davidsdottir. (2011) Operationalising self-evaluation in schools: experiences from Ireland and Iceland. Irish Educational Studies 30:1, pages 63-82.
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V. Darleen Opfer & David Pedder. (2011) The lost promise of teacher professional development in England. European Journal of Teacher Education 34:1, pages 3-24.
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David Pedder & V. Darleen Opfer. (2010) Planning and organisation of teachers' Continuous Professional Development in schools in England. The Curriculum Journal 21:4, pages 433-452.
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David Pedder, V. Darleen Opfer, Robert McCormick & Anne Storey. (2010) ‘Schools and Continuing Professional Development in England – State of the Nation’ research study: policy context, aims and design. The Curriculum Journal 21:4, pages 365-394.
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RoelandeH. Hofman, Jan de Boom & W.H. Adriaan Hofman. (2010) Quality control in primary schools: progress from 2001–2006. School Leadership & Management 30:4, pages 335-350.
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Ditte Lockhorst, Wilfried Admiraal & Albert Pilot. (2010) CSCL in teacher training: what learning tasks lead to collaboration?. Technology, Pedagogy and Education 19:1, pages 63-78.
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Köksal Banoğlu, Ruben Vanderlinde, Münevver Çetin & Koen Aesaert. (2022) Role of School Principals’ Technology Leadership Practices in Building a Learning Organization Culture in Public K-12 Schools. Journal of School Leadership 33:1, pages 66-91.
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Anne Wagner & Karl-Heinz Gerholz. (2022) Promotionsaktivitäten bei der Implementation digitaler Medien an beruflichen Schulen. MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 49, pages 22-47.
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Tasneem Amatullah & David R. Litz. 2022. The Emerald Handbook of Evidence-Informed Practice in Education. The Emerald Handbook of Evidence-Informed Practice in Education 107 119 .
Max French & Ali Mollinger-Sahba. (2021) Making performance management relevant in complex and inter-institutional contexts: using outcomes as performance attractors. International Journal of Public Sector Management 34:3, pages 377-391.
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Ellen Larsen & Jeanne Maree AllenEllen Larsen & Jeanne Maree Allen. 2021. Teachers as Professional Learners. Teachers as Professional Learners 1 26 .
Martin Brown, Gerry McNamara, Joe O’Hara & Paddy Shevlin. (2019) Polycentric inspection: A catalyst for sparking positive interactions in educational networks. Evaluation 26:1, pages 76-97.
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David Pedder & V. Darleen Opfer. 2019. Innovations in Educational Change. Innovations in Educational Change 147 179 .
Liisa Ilomäki & Minna Lakkala. (2018) Digital technology and practices for school improvement: innovative digital school model. Research and Practice in Technology Enhanced Learning 13:1.
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Neelan Govender, Bennie Grobler & Raj Mestry. (2016) Internal whole-school evaluation in South Africa. Educational Management Administration & Leadership 44:6, pages 996-1020.
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Nils Berkemeyer, Sabine Müller & Nils van Holt. 2016. Handbuch Neue Steuerung im Schulsystem. Handbuch Neue Steuerung im Schulsystem 209 234 .
Yiasemina Karagiorgi, Maria Nicolaidou, Christos Yiasemis & Petros Georghiades. (2015) Emergent data-driven approaches to school improvement: The journey of three schools through self-evaluation. Improving Schools 18:1, pages 69-82.
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Ros McLellan & Bill Nicholl. (2013) Creativity in crisis in Design & Technology: Are classroom climates conducive for creativity in English secondary schools?. Thinking Skills and Creativity 9, pages 165-185.
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Kathryn A. Riley. (2013) Walking the leadership tightrope: building community cohesiveness and social capital in schools in highly disadvantaged urban communities. British Educational Research Journal 39:2, pages 266-286.
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Li-Yi Wang. (2013) Non-native EFL Teacher Trainees’ Attitude towards the Recruitment of NESTs and Teacher Collaboration in Language Classrooms. Journal of Language Teaching and Research 4:1.
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Liew Yon Foi, Mohd Sahandri Gani Hamzah, Kamariah Abu Bakar & Nor Hayati Alwi. (2012) The Teacher Curriculum Paradigm Instrument: Testing for factorial validity and invariance across teachers embracing three different types of paradigm. The Teacher Curriculum Paradigm Instrument: Testing for factorial validity and invariance across teachers embracing three different types of paradigm.
Alan Bain, Allan Walker & Anissa Chan. (2011) Self‐organisation and capacity building: sustaining the change. Journal of Educational Administration 49:6, pages 701-719.
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V. Darleen Opfer & David Pedder. (2011) Conceptualizing Teacher Professional Learning. Review of Educational Research 81:3, pages 376-407.
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D. Pedder. 2010. International Encyclopedia of Education. International Encyclopedia of Education 464 471 .

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