Citations (124)
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Takahiro Sato, Chie Kataoka, Cathy McKay, Hirotaka Kizuka, Miho Miyachi, Yu Furuta & Momoka Ikeshita. (2023) Japanese health and physical education teachers’ experiences teaching sexuality education at the high school level. Cogent Education 10:1.
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Eisuke Saito. (2023) Dialogues between Ivan and Smerdyakov after the murder of their father from The Brothers Karamazov: their educational implications. British Journal of Religious Education 45:4, pages 347-357.
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Nathan Rickey, Michelle Dubek & Christopher DeLuca. (2023) Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment. Cambridge Journal of Education 53:5, pages 605-625.
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Felicity I. McLure & Jill M. Aldridge. (2022) A systematic literature review of barriers and supports: initiating educational change at the system level. School Leadership & Management 42:4, pages 402-431.
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Eisuke Saito. (2022) Educational polyphony for a contemplative under tragic tension: implications from the early life of Smerdyakov in The Brothers Karamazov. Journal of Beliefs & Values 43:3, pages 364-374.
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Guopeng Fu & Anthony Clarke. (2022) The development and impact of teachers’ collective agency during Covid-19: insights from online classrooms in Canada and China. Educational Review 74:3, pages 664-684.
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Florence Gabriel, Rebecca Marrone, Ysabella Van Sebille, Vitomir Kovanovic & Maarten de Laat. (2022) Digital education strategies around the world: practices and policies. Irish Educational Studies 41:1, pages 85-106.
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Merve Zayim Kurtay & Yasar Kondakci. (2021) Modeling change implementation behaviors: teachers’ affective and attitudinal reactions to change in Turkey. International Journal of Leadership in Education 24:6, pages 789-814.
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Emma Walland & Ellie Darlington. (2021) How do teachers respond to assessment reform? Exploring decision-making processes. Educational Research 63:1, pages 80-94.
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Valerie L. Mills & Christine Harrison. (2020) Intentional Professional Learning Design: Models, Tools, and the Synergies they Produce Supporting Teacher Growth. Educational Assessment 25:4, pages 331-354.
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Yuliya Desyatova. (2020) When inquiry is seen as resistance to change: expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA). Critical Inquiry in Language Studies 17:1, pages 42-63.
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Eisuke Saito, Thi Diem Hang Khong, Yasunobu Sumikawa, Miki Watanabe & Arif Hidayat. (2020) Comparative institutional analysis of participation in collaborative learning. Cogent Education 7:1.
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Merve Zayim-Kurtay & Chang Zhu. (2019) School leaders’ perspectives on government-initiated changes in Flemish secondary schools. Journal of Educational Administration and History 51:4, pages 352-368.
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Andy Hargreaves. (2019) Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching 25:5, pages 603-621.
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Richard Harris & Suzanne Graham. (2019) Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change. Journal of Curriculum Studies 51:1, pages 43-61.
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Hillel Schmid. (2019) Rethinking Organizational Reforms in Human Service Organizations: Lessons, Dilemmas, and Insights. Human Service Organizations: Management, Leadership & Governance 43:1, pages 54-66.
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Xin Zheng, Hongbiao Yin & Muhua Wang. (2018) Leading with teachers’ emotional labour: relationships between leadership practices, emotional labour strategies and efficacy in China. Teachers and Teaching 24:8, pages 965-979.
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David Menendez Alvarez-Hevia. (2018) The Emotional Learning of Educators Working in Alternative Provision. Educational Studies 54:3, pages 303-318.
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Jennifer O. Briggs, Jennifer Lin Russell & Shannon B. Wanless. (2018) Kindergarten Teacher Buy-In for Standards-Based Reforms: A Dynamic Interplay Between Professional Identity and Perceptions of Control. Early Education and Development 29:1, pages 125-142.
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Anthony J. Mitchell & Alan R. Shoho. (2017) High School Teachers Perceptions of School Change and Its Implications for Student Achievement. Leadership and Policy in Schools 16:3, pages 431-454.
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Sara Bahia, Isabel P. Freire, Maria Teresa Estrela, Anabela Amaral & José António Espírito Santo. (2017) The Bologna process and the search for excellence: between rhetoric and reality, the emotional reactions of teachers. Teaching in Higher Education 22:4, pages 467-482.
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Bernardita Tornero. (2017) Prospective Primary Teachers’ Perceptions About Their Ability to Use and Teach Thinking Skills. Journal of Constructivist Psychology 30:2, pages 127-145.
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Jason L. Endacott, Vicki Collet, Christian Z. Goering, Ronna Turner, George S. Denny, Ginney Wright & Jennifer Jennings-Davis. (2016) On the frontline of CCSS implementation: A national study of factors influencing teachers’ perceptions of teaching conditions and job satisfaction. Cogent Education 3:1.
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Anette Olin & Åke Ingerman. (2016) Features of an Emerging Practice and Professional Development in a Science Teacher Team Collaboration with a Researcher Team. Journal of Science Teacher Education 27:6, pages 607-624.
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Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. (2016) Leading a school through change – principals’ hands-on leadership strategies in school reform. School Leadership & Management 36:4, pages 452-469.
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Hale Erden. (2016) Pre-service Teachers’ Perceptions on being a Teacher through a Metaphoric Perspective. The Anthropologist 24:1, pages 134-147.
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Ron Keamy. (2016) Creative leadership? ‘It’s just the norm’. School Leadership & Management 36:2, pages 151-168.
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Tony Bush & Derek Glover. (2014) School leadership models: what do we know?. School Leadership & Management 34:5, pages 553-571.
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Martin Mills & Richard Niesche. (2014) School reform and the emotional demands of principals: Lorna's story. School Leadership & Management 34:2, pages 120-135.
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Jennifer Clement. (2014) Managing mandated educational change. School Leadership & Management 34:1, pages 39-51.
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JILL BLACKMORE. (2013) A feminist critical perspective on educational leadership. International Journal of Leadership in Education 16:2, pages 139-154.
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RICHARD NIESCHE & MALCOM HAASE. (2012) Emotions and Ethics: A Foucauldian framework for becoming an ethical educator. Educational Philosophy and Theory 44:3, pages 276-288.
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Sylvia Yee Fan Tang. (2011) Teachers’ professional identity, educational change and neo-liberal pressures on education in Hong Kong. Teacher Development 15:3, pages 363-380.
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Jarlath Brennan & Gerry Mac Ruairc. (2011)
Taking it personally: examining patterns of emotional practice in leading primary schools in the Republic of Ireland. International Journal of Leadership in Education 14:2, pages 129-150.
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Mel Ainscow & Abha Sandill. (2010) Developing inclusive education systems: the role of organisational cultures and leadership. International Journal of Inclusive Education 14:4, pages 401-416.
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Van Laren & A. James. (2008) Selected teachers’ understanding of assessment four years after the implementation of the New Assessment Policy. Africa Education Review 5:2, pages 288-303.
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Erica McWilliam & Caroline Hatcher. (2007) Killing me softly: the ‘making up’ of the educational leader. International Journal of Leadership in Education 10:3, pages 233-246.
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Diane Zorn & Megan Boler. (2007) Rethinking emotions and educational leadership. International Journal of Leadership in Education 10:2, pages 137-151.
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Michael Kramer. (2023) More than a principal: Ubuntu at the heart of successful school leadership in the Western Cape. South African Journal of Education 43:3, pages 1-10.
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Guopeng Fu & Anthony Clarke. (2023)
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Roza Kazakbaeva. (2021) From language of enemy to language of opportunity: Understanding teacher resistance to curriculum change in English language teaching and learning in Kyrgyzstan. Journal of Educational Change 24:2, pages 317-343.
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Hayley Weddle. (2021) Team emotion matters: exploring teacher collaboration dynamics over time. Journal of Educational Change 24:1, pages 77-105.
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Katherine Schneeberger McGugan, Ilana Seidel Horn, Brette Garner & Samantha A. Marshall. (2023) “Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations. Teaching and Teacher Education 121, pages 103934.
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