Citations (8)
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Read on this site (4)
David B. Reid. (2023) Principal perceptions of the staying power of changes made in response to COVID-19. International Journal of Leadership in Education 0:0, pages 1-15.
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John L. Lane. (2023) Teacher Evaluation Policy Enactment: Understanding the Relationship among Principal Characteristics, Teacher Perspectives, and Institutional Environments. Leadership and Policy in Schools 22:2, pages 509-526.
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Jennifer M. Lewis, David B. Reid, Courtney A. Bell, Nathan Jones & Yi Qi. (2022) The Mantle of Agency: Principals’ Use of Teacher Evaluation Policy. Leadership and Policy in Schools 21:2, pages 361-377.
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Marta Abelha, Paulo Jesus, Sandra Fernandes, Ana Sílvia Albuquerque & Angélica Vidal. (2020) Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola. Africa Education Review 17:5, pages 132-156.
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Articles from other publishers (4)
Jeevan Khanal & Kapil Dev Regmi. (2023) School principals, selection criteria, and responsibilities: Challenges in educational policy implementation. Policy Futures in Education.
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David B. Reid. (2023) U.S. Traditional Public School Principals’ Sensemaking of Their Role as School Marketers. NASSP Bulletin 107:1, pages 25-40.
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Julia C. Duncheon & David E. DeMatthews. (2023) Exploring the Principal’s Role in Cross-Sector Partnerships: Sensemaking and Politics in a High-Performing Early College High School. AERA Open 9.
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Maxwell Yurkofsky. (2021) From Compliance to Improvement: How School Leaders Make Sense of Institutional and Technical Demands When Implementing a Continuous Improvement Process. Educational Administration Quarterly 58:2, pages 300-346.
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