1,082
Views
9
CrossRef citations to date
0
Altmetric
Articles

Leadership in a Performative Context: A framework for decision-making

&

References

  • Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18, 215–228.10.1080/0268093022000043065
  • Breidenstein, A., Fahey, K., Glickman, C., & Hensley, F. (2012). Leading for powerful learning: A guide for instructional leaders. New York, NY: Teachers College Press
  • Cattonar, B. (2007). Les directeurs et les directrices d’école au Canada: Contexte, profil et travail – Enquêtes pancanadiennes auprès des directions et des enseignants d’écoles primaires et secondaires (2005–2006) [School Principals in Canada: Surveys of principals and elementary and secondary teachers from coast to coast (2005–2006)]. SSHRC Major Collaborative Research Initiative Program.
  • Chitpin, S. (2011). Should Popper’s view of rationality be used for promoting teacher knowledge? Educational Philosophy and Theory, 45, 833–844. doi:10.1111/j.1469-5812.2011.00803.x
  • Chitpin, S., & Knowles, J. G. (2009). A principal’s view on the use of the Objective Knowledge Growth Framework (OKGF) as a reflection tool. In M. P. Caltone (Ed.), Handbook of lifelong learning developments (pp. 1–15). New York, NY: Nova Science.
  • Chitpin, S., & Simon, M. (2009). Even if no one looked at it, it was important for my own development: Pre-service teacher perceptions of professional portfolios. The Australian Journal of Education, 53, 197–227.
  • Chitpin, S., & Simon, M. (2012). Capturing problem-solving processes using critical rationalism. Teacher Education & Practice, 25, 302–319.
  • Chitpin, S., Simon, M., Evers, C., Starr, K., & Grimmett, P. (2010). Capturing principals’ decision-making using a peer to peer network for principals. Ontario: The Knowledge Network for the Education Research, Ontario Ministry of Education with University of Toronto and University of Western Ontario.
  • Chitpin, S., Simon, M., & Yahya, R. (2010). Pre-service teachers’ thinking about student assessment issue. The International Journal of Education, 2(2), 1–22.
  • Chitpin, S., & White, R. E. (2012). Self-directed professional development for educational leaders: Using the objective knowledge growth framework. The Scholar-Practitioner-Quarterly, 6, 329–349.
  • Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford, CA: Stanford Center for Opportunity Policy in Education.
  • Darling-Hammond, L., & Lieberman, A. (2012). Educating superman. In W. S. Swail (Ed.), Finding superman: Debating the future of public education in America (pp. 44–52). New York, NY: Teachers College Press.
  • Day, C. (2010). The challenge to be the best: Reckless curiosity and mischievous motivation. Teachers and Teaching: Theory and Practice, 8, 421–434.
  • Dewey, J. (1922). Human nature and conduct: An introduction to social psychology. Mineola, NY: Dover.
  • Eisenhardt, K. M. (1989). Making fast strategic decisions in high velocity environments. Academy of Management Journal, 32, 543–76.10.2307/256434
  • Estyn. (2010). A self evaluation manual for secondary schools. Cardiff: Author.
  • Estyn. (2012). How well are the all-Wales core data sets used to inform self-evaluation and planning for improvement. Cardiff: Author.
  • Evers, C. W. (2000). Leading and learning in organizational contexts: A contribution from the new cognitive science. International Journal of Leadership in Education, 3, 239–254.10.1080/13603120050083927
  • Grimmett, P. P. (2009). International teacher education: Liberal cosmopolitanism re-visited or postmodern trans-nationalism? Teacher Education Quarterly, 36, 7–22.
  • Hayward, M. L. A., & Hambrick, D. C. (1997). Explaining the premiums paid for large acquisitions: Evidence of CEO hubris. Administrative Science Quarterly, 42, 103–127.10.2307/2393810
  • Heath, C., & Heath, D. (2013). Decisive. Toronto: Random House Canada.
  • Isaacson, S. (2004). Instruction that helps students meet state standards in writing. Exceptionality, 12, 39–54.10.1207/s15327035ex1201_4
  • Iyengar, S. S., & Lepper, M. R. (2000). When choice is demotivating: Can one desire too much of a good thing? Journal of Personality and Social Psychology, 79, 995–1006.10.1037/0022-3514.79.6.995
  • James, M., & McCormick, R. (2009). Teachers learning how to learn. Teaching and Teacher Education, 25, 973–982.10.1016/j.tate.2009.02.023
  • Jensen, J. J., & Rasmussen, O. E. (2004). An inquiry into the foundations of organizational learning and the learning organization. The Learning Organization, 11, 478–490.10.1108/09696470410548836
  • Jones, K. (2010). Central, local and individual Continuing Professional Development (CPD) priorities: Changing policies of CPD in Wales. Professional Development in Education, 37, 759–776.
  • Kahneman, D. (2011). Thinking fast and slow. New York, NY: Farrar, Straus & Giroux.
  • Kent, C. (2012). Waiting for superman. In W. S. Swail (Ed.), Finding superman: Debating the future of public education in America (pp. 60–67). New York, NY: Teachers College Press.
  • Lawn, M. (2011). Governing through data in English education. Education Enquiry, 2, 277–288.
  • Lawn, M. (2013). The internationalization of education data: Exhibitions, tests, standards and associations. In M. Lawn (Ed.), The rise of data in education systems (pp. 11–25). Oxford: Symposium Books.
  • Lortie, D. C. (2009). School principal: Managing in public. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226493503.001.0001
  • Lumby, J., & English, F. (2009, April–June). From simplicism to complexity in leadership identity and preparation: Exploring the lineage and dark secrets. International Journal of Leadership in Education, 12, 95–114.10.1080/13603120802449678
  • Lynch, M. (2012). A guide to effective school leadership theories. London: Routledge.
  • Mitgang, L., & Maeroff, G. (2008). Becoming a leader: Preparing school principals for today’s schools. New York, NY: The Wallace Foundation.
  • Oldroyd, D. (2003). Educational leadership for results or for learning? Contrasting directions in times of transition. Managing Global Transition, 1, 49–67.
  • Owens, T. L. (2013). Thinking beyond league tables: A review of key PISA research questions. In H.-D. Meyer & A. Benavot (Eds.), PISA, power and policy: The emergence of global educational governance (pp. 27–49). Oxford: Symposium Books.
  • Popper, K. (2002). Conjectures and refutations. Oxford: Oxford University Press.
  • Reid, K. (2008). National Behaviour and Attendance Review (NBAR) report. Cardiff: Welsh Assembly Government. Retrieved November 14, 2013, from http://wales.gov.uk/dcells/publications/publications/reports/3773934/nbarreport?lang=en
  • Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008, December). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44, 635–674.10.1177/0013161X08321509
  • Salpeter, J. (2004). Data mining with a mission: Data driven decision making is the buzz phrase of choice for the new decade. But one we’ve got the information, how do we use it to yield results? Her, 20 school administrators share their expertise (Community Consolidated School District 15). Technology & Learning, 24, 30–35.
  • Schmoker, M. (2006). How we can achieve unprecedented improvements in teaching and learning. Alexandria: Association for Supervision and Curriculum Development.
  • Schon, D. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
  • Shen, J., Cooley, V., Reeves, P., Burt, W., Ryan, L., Rainey, J., & Yuan, W. (2010). Using data for decision-making: Perspectives from 16 principals in Michigan. International Review of Education, 56, 435–456.10.1007/s11159-010-9172-x
  • Waters, T., & Cameron, G. (2007). The balanced leadership framework: Connecting vision with action. Denver, CO: Mid-Continent Research for Education and Learning.
  • Wilkins, C. (2011). Professionalism and the post-performative teacher: New teachers reflect on autonomy and accountability in the English school system. Professional Development in Education, 37, 389–409.10.1080/19415257.2010.514204
  • Wiseman, A. W. (2013). Policy responses to PISA in comparative perspective. In H.-D. Meyer & A. Benavot (Eds.), PISA, power and policy: The emergence of global educational governance (pp. 303–322). Oxford: Symposium Books.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.