Citations (85)
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Ayeshah Ahmed Alazmi & Abdulaziz S. Alenezi. (2023) Exploring the mediating role of trust in principal on the relationship between organizational justice and teacher commitment in Kuwait. International Journal of Leadership in Education 26:5, pages 778-794.
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Inmaculada Gómez-Hurtado, María Del Pilar García-Rodríguez, Inmaculada González-Falcón & Jose M. Coronel-Llamas. (2023) Are Educational Leaders in Compulsory Schools Inclusive? A Teacher’s Perspective. Leadership and Policy in Schools 0:0, pages 1-20.
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René Valdés & Inmaculada Gómez-Hurtado. (2023) Barriers and facilitators for leading the development of inclusive school cultures in Chile. International Journal of Inclusive Education 0:0, pages 1-17.
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Alex J. Bowers & Elizabeth C. Monroe. (2023) Using Hierarchical Linear Growth Modeling to Identify Longitudinally Outperforming School Districts in the United States, 2009–2013. Leadership and Policy in Schools 22:2, pages 438-462.
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Jianping Shen. (2023) The theory of bifurcated educational system and its implications for school improvement. International Journal of Leadership in Education 26:2, pages 223-243.
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Joonkil Ahn, Alex J Bowers & Anjalé D Welton. (2021) Leadership for learning as an organization-wide practice: evidence on its multilevel structure and implications for educational leadership practice and research. International Journal of Leadership in Education 0:0, pages 1-52.
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Leonidas Kyriakides & Evi Charalambous. (2020) Testing the theoretical framework of whole school interventions aiming to promote student learning outcomes: the contribution of multilevel structural equation modelling. International Journal of Research & Method in Education 43:4, pages 395-412.
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Jared Boyce & Alex J. Bowers. (2018) Different levels of leadership for learning: investigating differences between teachers individually and collectively using multilevel factor analysis of the 2011-2012 Schools and Staffing Survey. International Journal of Leadership in Education 21:2, pages 197-225.
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Hans W. Klar, Kristin Shawn Huggins, Hattie L. Hammonds & Frederick C. Buskey. (2016) Fostering the capacity for distributed leadership: a post-heroic approach to leading school improvement. International Journal of Leadership in Education 19:2, pages 111-137.
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Sigrun K. Ertesvåg & Erling Roland. (2015) Professional cultures and rates of bullying. School Effectiveness and School Improvement 26:2, pages 195-214.
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Jaap Scheerens, Hans Luyten, Stéphanie M. van den Berg & Cees A. W. Glas. (2015) Exploration of direct and indirect associations of system-level policy-amenable variables with reading literacy performance. Educational Research and Evaluation 21:1, pages 15-39.
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Hasan Hariri, Richard Monypenny & Murray Prideaux. (2014) Leadership styles and decision-making styles in an Indonesian school context. School Leadership & Management 34:3, pages 284-298.
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Philip Hallinger, Tai Hoi
Theodore Lee & Elson Szeto. (2013) Review of Research on Educational Leadership and Management in Hong Kong, 1995–2012: Topographical Analysis of an Emergent Knowledge Base. Leadership and Policy in Schools 12:3, pages 256-281.
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Brian Wood, Ilektra Spandagou & David Evans. (2012) Principals' confidence in managing disruptive student behaviour. Exploring geographical context in NSW primary schools. School Leadership & Management 32:4, pages 375-395.
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Markus Ammann & Michael Schratz. Facets of school leadership: contributions of a phenomenological research approach. International Journal of Leadership in Education 0:0, pages 1-17.
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Joonkil Ahn, Yinying Wang & Yujin Lee. (2023) Interplay between leadership and school-level conditions: A review of literature on the Teaching and Learning International Survey (TALIS). Educational Management Administration & Leadership, pages 174114322311778.
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Nechama Nadav, Pascale Benoliel & Chen Schechter. (2023) Principals’ systems thinking and school effectiveness: The mediating role of collective teacher efficacy. Educational Management Administration & Leadership, pages 174114322311523.
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Ronald H. Heck. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Inmaculada Gómez Gómez-Hurtado, Inmaculada González-Falcón, María del Pilar García-Rodríguez & Jose Manuel Coronel-Llamas. 2022. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development. Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
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Tobias Feldhoff, Marcus Emmerich, Falk Radisch, Sebastian Wurster & Linda Marie Bischof. (2022) Unique Problems Require Unique Solutions—Models and Problems of Linking School Effectiveness and School Improvement. Education Sciences 12:3, pages 158.
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Charl C. Wolhuter, Leentjie van Jaarsveld & Branwen H. Challens. 2021. Leadership Approaches to Negotiate Challenges in a Changing Education Landscape. Leadership Approaches to Negotiate Challenges in a Changing Education Landscape
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Pierre Tulowitzki & Marcus Pietsch. (2020) Stichwort: Lernzentriertes Leitungshandeln an Schulen – Leadership for LearningLearning-centered Leadership—Leadership for Learning. Zeitschrift für Erziehungswissenschaft 23:5, pages 873-902.
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Chris Brown. 2020. The Networked School Leader. The Networked School Leader
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Tommaso Agasisti, Alex J Bowers & Mara Soncin. (2018) School principals’ leadership types and student achievement in the Italian context: Empirical results from a three-step latent class analysis. Educational Management Administration & Leadership 47:6, pages 860-886.
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Steve Myran & Ian Sutherland. (2018) Defining Learning in Educational Leadership: Reframing the Narrative. Educational Administration Quarterly 55:4, pages 657-696.
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Markus Ammann. (2018) Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools. International Journal of Qualitative Methods 17:1, pages 160940691881640.
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Antonia López Martínez, Margarita Rosa Rodríguez-Gallego & Rosario Ordóñez-Sierra. (2018) La dirección escolar ante el desarrollo de la autonomía de los centros. EDU REVIEW. International Education and Learning Review / Revista Internacional de Educación y Aprendizaje 6:2, pages 47-60.
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Jason Huff, Courtney Preston, Ellen Goldring & J. Edward Guthrie. (2018) Learning-Centered Leadership Practices for Effective High Schools Serving At-Risk Students. Teachers College Record: The Voice of Scholarship in Education 120:9, pages 1-38.
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Philip Hallinger & Thang Truong. (2016) “Above must be above, and below must be below”: enactment of relational school leadership in Vietnam. Asia Pacific Education Review 17:4, pages 677-690.
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