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Jiangang Xia & Cailen O’Shea. (2023) To What Extent Does Distributed Leadership Support Principal Instructional Leadership? Evidence from TALIS 2013 Data. Leadership and Policy in Schools 22:4, pages 965-991.
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Laurien Coenen, Annie Hondeghem & Wouter Schelfhout. (2023) The emergence of leadership for learning beliefs among Flemish secondary school leaders. International Journal of Leadership in Education 26:5, pages 854-872.
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Elizabeth Leisy Stosich. (2023) “Are We an Advisory Board or a Decision Making Entity?”: Teachers’ Involvement in Decision Making in Instructional Leadership Teams. Leadership and Policy in Schools 22:3, pages 638-656.
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Suhaili Mohd Yusoff & Tengku Faekah Tengku Ariffin. (2023) Development and Validation of Contextual Leadership Instrument for Principals in Malaysian School Context (MyCLIPS). Leadership and Policy in Schools 22:2, pages 402-417.
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Curt M. Adams. (2023) Principal-Teacher Conversation as a Pathway to a Need-Supportive Instructional Climate. Leadership and Policy in Schools 22:2, pages 299-313.
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Emmajane Milton, Alexandra Morgan, Andrew James Davies, Mark Connolly, Damian Donnelly & Iwan Ellis. (2023) Framing headship: a demand-side analysis of how the headteacher role is articulated in job descriptions. International Journal of Leadership in Education 26:2, pages 339-358.
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Kevin Russel Magill & Arturo Rodriguez. (2022) Intellectual leadership for social justice. Journal of Educational Administration and History 0:0, pages 1-22.
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Dong Nguyen, David Ng, Wenshu Luo & Syifaa’ Mansor. (2022) Exploring the relationships between instructional leadership and teacher competences: Singapore primary school teachers’ perceptions. International Journal of Leadership in Education 25:6, pages 919-940.
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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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Zulkipli Lessy, Linah Khairiyah Pary & Margaret E. Adamek. (2022) Communication Methods for Moving from Authoritarian to Allocative or Distributed Leadership, in Yogyakarta Province, Indonesia, as Adopted by a High School Principal: A Case Study. Leadership and Policy in Schools 0:0, pages 1-23.
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Iryna Nadyukova & Antje von Suchodoletz. (2022) Exploring Ukrainian ECE principals’ views about their role and approach to work: a case study. International Journal of Early Years Education 0:0, pages 1-15.
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Khalid Arar & Deniz Orucu. (2022) The research on educational leadership for refugees since 2009: an international systemic review of empirical evidence. International Journal of Leadership in Education 0:0, pages 1-37.
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Gopal Midha. (2022) Meetings: school leadership infrastructure that creates sense. International Journal of Leadership in Education 0:0, pages 1-26.
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Gerry Quinn. (2022) Will the real distributed leadership stand up please? The construction of ‘reality’ through policy rhetoric, interpretation and evaluation by post-primary inspectors in the Republic of Ireland. International Journal of Leadership in Education 0:0, pages 1-21.
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Haim Shaked. (2022) Role Identity of Instructional Leaders. Leadership and Policy in Schools 21:2, pages 398-411.
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Nicola Sum. (2022) School leaders' perceptions of their roles during the pandemic: an Australian case study exploring volatility, uncertainty, complexity and ambiguity (VUCA leadership). School Leadership & Management 42:2, pages 188-207.
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Martha Magee, Marinka Kuijpers & Piety Runhaar. (2022) How vocational education teachers and managers make sense of career guidance. British Journal of Guidance & Counselling 50:2, pages 273-289.
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Chinh Duc Nguyen, Thu-Nguyet Huynh & Ngoc Hai Tran. (2022) Overcoming contextual constraints: implementing classroom pedagogical innovation through teacher leadership. International Journal of Leadership in Education 0:0, pages 1-19.
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Richard Poole. (2022) Perceptions of performativity in English Further Education. Research in Post-Compulsory Education 27:1, pages 148-172.
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Piret Oppi, Eve Eisenschmidt & Anna-Liisa Jõgi. (2022) Teacher’s readiness for leadership – a strategy for school development. School Leadership & Management 42:1, pages 79-103.
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Nechama Nadav, Pascale Benoliel, Haim Shaked & Chen Schechter. (2021) Exploring School Principals’ Systems Thinking Activities. Leadership and Policy in Schools 20:4, pages 579-598.
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Vicente Llorent-Bedmar, María Navarro-Granados & Verónica C. Cobano-Delgado Palma. (2021) Pedagogical leadership exercised by the principals of disadvantaged schools in Spain. School Leadership & Management 41:3, pages 239-259.
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Pascale Benoliel. (2021) A Team-Based Perspective for School Improvement: The Mediating Role of School Management Teams. Journal of Research on Educational Effectiveness 14:2, pages 442-470.
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Ain A. Grooms & Joshua Childs. (2021) “We Need to Do Better by Kids”: Changing Routines in U.S. Schools in Response to COVID-19 School Closures. Journal of Education for Students Placed at Risk (JESPAR) 26:2, pages 135-156.
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Peng Liu. (2021) Understanding the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools. International Journal of Leadership in Education 0:0, pages 1-14.
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Lei Mee Thien & Donnie Adams. (2021) Distributed leadership and teachers’ affective commitment to change in Malaysian primary schools: the contextual influence of gender and teaching experience. Educational Studies 47:2, pages 179-199.
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Enikö Zala-Mezö, Inka Bormann, Nina-Cathrin Strauss & Daniela Müller-Kuhn. (2020) Distributed Leadership Practice in Swiss “Eco-Schools” and Its Influence on School Improvement. Leadership and Policy in Schools 19:4, pages 673-695.
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Chris James, Michael Connolly & Melissa Hawkins. (2020) Reconceptualising and redefining educational leadership practice. International Journal of Leadership in Education 23:5, pages 618-635.
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Jason Margolis & Kathryn Strom. (2020) Assessing the success of teacher leadership: the case for asking new questions. Professional Development in Education 46:4, pages 607-621.
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Susan Lovett. (2020) Understanding values embedded in the leadership of reciprocal professional learning by teachers. Professional Development in Education 46:4, pages 593-606.
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David Herrera-Pastor, Jesús Juárez & Cristóbal Ruiz-Román. (2020) Collaborative leadership to subvert marginalisation: the workings of a socio-educational network in Los Asperones, Spain. School Leadership & Management 40:2-3, pages 203-220.
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María A. Martínez Ruiz & María J. Hernández-Amorós. (2020) Principals in the Role of Sisyphus: School Leadership in Challenging Times. Leadership and Policy in Schools 19:2, pages 271-289.
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Alison Taysum. (2020) An Innovative strategy to re-build trust in educational governance systems after 40 years of English destabilising rapid reforms. Journal of Educational Administration and History 52:1, pages 145-161.
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Eve Eisenschmidt, Elina Kuusisto, Katrin Poom-Valickis & Kirsi Tirri. (2019) Virtues that create purpose for ethical leadership: Exemplary principals from Estonia and Finland. Journal of Beliefs & Values 40:4, pages 433-446.
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Meg Maguire & Annette Braun. (2019) Headship as policy narration: generating metaphors of leading in the English primary school. Journal of Educational Administration and History 51:2, pages 103-116.
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Itumeleng I. Setlhodi. (2019) Ubuntu Leadership: An African Panacea for Improving School Performance. Africa Education Review 16:2, pages 126-142.
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Scott Fitzgerald, Meghan Stacey, Susan McGrath-Champ, Karolina Parding & Al Rainnie. (2018) Devolution, market dynamics and the Independent Public School initiative in Western Australia: ‘winning back’ what has been lost?. Journal of Education Policy 33:5, pages 662-681.
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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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Aniek Draaisma, Frans Meijers & Marinka Kuijpers. (2018) The development of strong career learning environments: the project ‘Career Orientation and Guidance’ in Dutch vocational education. Journal of Vocational Education & Training 70:1, pages 27-46.
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Jean Pierre Elonga Mboyo. (2018) Framing ethical isomorphs in educational leadership: a sociological approach. International Journal of Leadership in Education 21:1, pages 122-133.
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Nanda Lodders & Frans Meijers. (2017) Collective learning, transformational leadership and new forms of careers guidance in universities. British Journal of Guidance & Counselling 45:5, pages 532-546.
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Tsafi Timor. (2017) Do teachers need to be leaders? Perceptions of educational leadership and management in the Israeli secondary educational system. School Leadership & Management 37:1-2, pages 94-119.
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Aniek Draaisma, Frans Meijers & Marinka Kuijpers. (2017) Towards a strong career learning environment: results from a Dutch longitudinal study. British Journal of Guidance & Counselling 45:2, pages 165-177.
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Clive Dimmock & Cheng Yong Tan. (2016) Explaining the Success of the World’s Leading Education Systems: The Case of Singapore. British Journal of Educational Studies 64:2, pages 161-184.
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Ron Glatter. (2014) Educational administration 1969–2014: reflections on pragmatism, agency and reform. Journal of Educational Administration and History 46:3, pages 351-366.
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