2,410
Views
11
CrossRef citations to date
0
Altmetric
Original Article

The Role of Teacher Leadership in Professional Learning Community (PLC) in International Baccalaureate (IB) Schools: A Social Network Approach

, &

References

  • Ackerman, R., & Mackenzie, S. V. (2006). Uncovering teacher leadership. Educational Leadership, 63, 66–70.
  • Ball, S. J. (1981). Beachside comprehensive: A case study of secondary schooling. New York: Cambridge University Press.
  • Ball, S. J., & Lacey, C. (1984). Subject disciplines as the opportunity for group action: A measured critique of subject subcultures. In A. Hargreaves & P. Woods (Eds.), Classrooms and staffrooms. Milton Keynes, England: Open University Press.
  • Bergeron, L., & Dean, M. (2013). The IB teacher professional: Identifying, measuring and chracterizing pedagogical attributes, perspectives, and beliefs. Retrieved from Bethesda, Maryland, USA.
  • Borgatti, S. P., Everette, M. G., & Johnson, J. C. (2013). Analyzing social networks. Thousand Oaks, CA: SAGE Publications Limited.
  • Bryk, A. S., Camburn, E., & Louis, K. S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751–781. doi:10.1177/0013161x99355004
  • Coburn, C. E., Russell, J., Kaufman, J. H., & Stein, M. K. (2012). Supporting sustainability: Teachers’ advice networks and ambitious instructional reform. American Journal of Education, 119, 137–182. doi:10.1086/667699
  • Cohen, E. G. (1981). Sociology looks at team teaching. Research in Sociology of Education and Socialization, 2, 163–193.
  • Crossan, M., Lane, H., & White, R. (1999). An organizational learning framework: From intuition to institution. Academy of Management Review, 24, 522–537. doi:10.1.1.592.2970&rep=rep1
  • Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD.
  • Day, C., & Harris, A. (2003). Teacher leadership, reflective practice and school improvement In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration. Dordrecht: Kluwer Academic.
  • Gladder, B. A. (1990). Collaborative relationships in high schools: Implications for school reform (Unpublished doctoral dissertation). University of Oregon, Eugene.
  • Gronn, P. (2002). Distributed leadership. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadrship and administration (Vol. 2, pp. 653–696). Dordrecht: Kluwer Academic Publishers.
  • Grossman, P. L., & Richert, A. E. (1996). Building capacity and commitment for leadership in preservice education. Journal of School Leadership, 6, 202–210.
  • Grossman, P. L., & Stodolsky, S. S. (1995). Content as context: The role of school subjects insecondary school teaching. Educational Researcher, 24, 5–23. doi:10.3102/0013189X024008005
  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
  • Hargreaves, A. (1991). Contrived collegiality: The micropolitics of teacher collaboration. In J. Blasé (Ed.), The politics of life in schools: Power, conflict, and cooperation (pp. 46–72). Newbury Park, CA: Sage.
  • Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility?. School Leadership & Management, 23, 313–324. doi:10.1080/1363243032000112801
  • Hoyle, E. (1982). Micropolitics of educational organizations. Educational Management Administration & Leadership, 10, 87–98. doi:10.1177/174114328201000202
  • Iannaccone, L. (1975). Educational policy systems. Fort Lauderdale, FL: Nova University Press.
  • Kahne, J., & Westheimer, J. (2011). A pedagogy of collective action and reflection: Preparing teachers for collective school leadership. In E. B. Hilty (Ed.), Teacher leadership: The “new” foundation of teacher education (pp. 145–158). New York: Peter Lang.
  • Lawshe, C. H. (1975). A quantitative approach to content validity. Personal Psychology, 28, 563–575.
  • Leithwood, K., & Louis, K. S. (1998). Organizational learning in schools. Lisse, The Netherlands: Swets & Zeitlinger Publishers.
  • Levin, B., & Young, J. (1994). Understanding Canadian schools. Toronto, ON: Harcourt Brace.
  • Lieberman, A. (1988). Expanding the leadership team. Edcuational Leadership, 45, 4–8.
  • Lieberman, A. (1995). Restructuring schools: The dynamics of changing practice, structure, and culture. In A. Lieberman (Ed.), The work of resrtucturing schools (pp. 1–17). New York: Teachers College Press.
  • Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91, 509–536.
  • Lee, M., Hallinger, P., & Walker, A. (2012). A distributed perspective on instructional leadership in International Baccalaureate (IB) schools. Educational Administration Quarterly, 48, 664–698. doi:abs/10.1177/0013161X11436271
  • Lin, W., Lee, M., & Cheng, K.-M. (2013, August). Decoding professional learning communities through teachers’ professional networks. Applications of Social Network Analysis (ASNA) Annual Meeting, University of Zurich, Zurich, Switzerland.
  • Louis, K. S. (2006). Changing the culture of schools: Professional community, organizational learning and trust. Journal of School Leadership, 16, 477–489.
  • Louis, K. S., Kruse, S. D., & Bryk, A. S. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin.
  • Louis, K. S., Kruse, S., & Raywid, M. A. (1996). Putting teachers at the center of reform: Learning schools and professional communities. National Association of Secondary School Principals. NASSP Bulletin, 80, 9–9.
  • Louis, K. S., & Lee, M. (2012, April). Does school culture matter? Defining and measuring a strong school culture linked to student learning. Presented at the Annual Conference of the American Educational Research Organization, Vancouver, British Columbia, Canada.
  • Louis, K. S., & Lee, M. (2016). Teachers’ capacity for organizational learning: The effects of school culture and context. School Effectiveness and School Improvement, 27, 534–556. doi:abs/10.1080/09243453.2016.1189437
  • Louis, K. S., Leithwood, K., Wahlstrom, K., Anderson, S. A., & Michlin, M. (2010). Learning from leadership: Investigating the links to improved student learning: Final report of research findings. New York: Wallace Foundation.
  • Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33, 757–798. doi:10.3102/00028312033004757
  • Marsden, P. V. (2011). Survey methods for network data. In J. Scott & P. J. Carrington (Eds.), The SAGE handbook of social network analysis (pp. 370–388). London: SAGE Publications Ltd.
  • Merz, C., & Fuhrman, G. (1997). Community and schools: Promises and paradox. New York: Teachers College Press.
  • Nappi, J. S. (2014). The teacher leader: Improving schools by building social capital through shared leadership. Principal’s Research Review, 9, 1–6.
  • Ogawa, R. T., & Bossert, S. T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31, 224–243. doi:10.1177/0013161X95031002004
  • Ovando, M. (1994). Effects of teacher leadership on their teaching practices. Paper presented at the Annual meeting of the University Council of Educational Administration, Philadelphia, PA.
  • Rasberry, M. A., & Mahajan, G. (2008). From isolation to collaboration: Promoting teacher leadership through PLCs. Retrieved from North Calorina: http://www.teachingquality.org
  • Riordan, G., & da Costa, J. (1998). Leadership for effective teacher collaboration: Suggestions for principals and teacher leaders. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, April 13–17, 1998.
  • Scott, J. (1991). Social network analysis: A handbook. London: Sage Publications.
  • Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30, 23–28. doi:abs/10.3102/0013189X030003023
  • Stoll, L., & Louis, K. S. (2007). Professional learning communities: Divergence, depth and dilemmas. England: Open University Press.
  • Wasserman, S., & Faust, K. (2007). Social network analysis: Methods and applications. Cambridge: Cambridge University Press.
  • York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74, 255–316. doi:10.3102/00346543074003255

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.