Citations (49)
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Read on this site (23)
Jianjing Tang, Darren A. Bryant & Allan David Walker. (2023) In search of the middle influence: how middle leaders support teachers’ professional learning. Educational Research 65:4, pages 444-461.
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Norma Ghamrawi, Tarek Shal & Najah A.R. Ghamrawi. (2023) Stepping into middle leadership: a hermeneutic phenomenological study. International Journal of Leadership in Education 0:0, pages 1-21.
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Ulrika Bergmark, Ann-Charlotte Dahlbäck, Anna-Karin Hagström & Sara Viklund. (2023) Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors). Educational Action Research 0:0, pages 1-18.
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Mo Wang & Xiumin Hong. (2023) Noblesse oblige? Job position and early childhood leadership in China: the moderating role of school type. European Early Childhood Education Research Journal 0:0, pages 1-16.
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Kylie Lipscombe, Kellie Buckley-Walker & Sharon Tindall-Ford. (2023) Middle leaders’ facilitation of teacher learning in collaborative teams. School Leadership & Management 43:3, pages 301-321.
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Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie & Zeffie Nicholas. (2023) Practising educational leading ‘in’ and ‘from’ the middle: a site ontological view of best practice. Journal of Educational Administration and History 55:1, pages 72-88.
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Camilla Highfield & Christine Rubie-Davies. (2022) Middle leadership practices in secondary schools associated with improved student outcomes. School Leadership & Management 42:5, pages 543-564.
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Anette Forssten Seiser & Ingela Portfelt. (2022) Critical aspects to consider when establishing collaboration between school leaders and researchers: two cases from Sweden. Educational Action Research 0:0, pages 1-16.
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Christine Edwards-Groves & Peter Grootenboer. (2021) Conceptualising five dimensions of relational trust: implications for middle leadership. School Leadership & Management 41:3, pages 260-283.
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Christine Forde, Deirdre Torrance & Pamela S. Angelle. (2021) Caring practices and social justice leadership: case studies of school principals in Scotland and USA. School Leadership & Management 41:3, pages 211-228.
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Sarah C. Lightner, Sara Kersten Parrish, Robert Drewry & Patricia L. Scharer. (2021) Co-navigating the Complexities of School Reform: The Establishment and On-going Maintenance of Relational Trust in School Reform Efforts. Literacy Research and Instruction 60:2, pages 107-126.
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Susanne Francisco, Anette Forssten Seiser & Christine Grice. (2021) Professional learning that enables the development of critical praxis. Professional Development in Education 0:0, pages 1-15.
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Kylie Lipscombe, Christine Grice, Sharon Tindall-Ford & John De-Nobile. (2020) Middle leading in Australian schools: professional standards, positions, and professional development. School Leadership & Management 40:5, pages 406-424.
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Mark Pulsford. (2020) ‘I could have been the caretaker in a suit’: men as primary school SENCos in an era of change. Education 3-13 48:7, pages 820-832.
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Sara B. Woolf. (2020) Exploring pedagogies to elevate inquiry: teaching action research in the third space. Educational Action Research 28:4, pages 579-596.
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Peter Grootenboer, Christine Edwards-Groves & Karin Rönnerman. (2019) Understanding middle leadership: practices and policies. School Leadership & Management 39:3-4, pages 251-254.
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Christine Forde, Gillian Hamilton, Máire Ní Bhróithe, Mary Nihill & Anna Mai Rooney. (2019) Evolving policy paradigms of middle leadership in Scottish and Irish education: implications for middle leadership professional development. School Leadership & Management 39:3-4, pages 297-314.
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Christine Edwards-Groves, Peter Grootenboer, Ian Hardy & Karin Rönnerman. (2019) Driving change from ‘the middle’: middle leading for site based educational development. School Leadership & Management 39:3-4, pages 315-333.
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Ela Sjølie, Susanne Francisco & Lill Langelotz. (2019) Communicative learning spaces and learning to become a teacher. Pedagogy, Culture & Society 27:3, pages 365-382.
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Kathryn Gay Hardwick-Franco. (2019) Educational leadership is different in the country; What support does the rural school principal need?. International Journal of Leadership in Education 22:3, pages 301-315.
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Christine Grice. (2019) 007 Spies, surveillance and pedagogical middle leadership: for the good of the empire of education. Journal of Educational Administration and History 51:2, pages 165-181.
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John De Nobile. (2018) Towards a theoretical model of middle leadership in schools. School Leadership & Management 38:4, pages 395-416.
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Yiasemina Karagiorgi, Thekla Afantiti-Lamprianou, Vassiliki Alexandrou-Leonidou, Marianna Karamanou & Loizos Symeou. (2018) ‘Out of the Box’ leadership: action research towards school improvement. Educational Action Research 26:2, pages 239-257.
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Caroline Blake & Mark Fielding. (2023) The mentoring needs of recently appointed female middle leaders: an Australian case study. International Journal of Mentoring and Coaching in Education 12:3, pages 316-332.
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Steve Lambert. (2023) Factors influencing perceived stress in middle leaders of education. Management in Education.
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Jacqueline Baxter & Melanie Ehren. (2023) Factors contributing to and detracting from relational trust in leadership: The case of primary schools in South Africa. Frontiers in Education 8.
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Kylie Lipscombe, Sharon Tindall-Ford & Jodi Lamanna. (2021) School middle leadership: A systematic review. Educational Management Administration & Leadership 51:2, pages 270-288.
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Amanda Keddie, Jill Blackmore & Katrina MacDonald. (2022) ‘It's like we’re in two different schools’: Contrasting stories of teacher and leader autonomy within a distributed approach to leadership. Educational Management Administration & Leadership, pages 174114322211260.
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Mandy Cooke & Susanne Francisco. (2020) The Practice Architectures that Enable and Constrain Educators’ Risk-Taking Practices in High Quality Early Childhood Education. Early Childhood Education Journal 49:6, pages 1073-1086.
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Audrey Paradis, Sonja Lutovac, Katri Jokikokko & Raimo Kaasila. (2019) Towards a relational understanding of teacher autonomy: The role of trust for Canadian and Finnish teachers. Research in Comparative and International Education 14:3, pages 394-411.
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