References
- Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Hawkey, K., & Greenwood, A. (2005). Creating and sustaining effective professional learning communities [ DfES Research Report 637]. London: University of Bristol.
- Bryk, A. S. & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage Foundation.
- Bush, T. & Qiang, H. (2000). Leadership and culture in Chinese education. Asia Pacific Journal of Education, 20(2), 58–67.
- Chen, F. (2011). Zhongxiaoxue xiaozhang jiaoxue lingdao xingwei shijian Chengdu diaocha yanjiu [A quantitative study on school principals’ instructional leadership behaviours and Practices]. Shanghai Jiaoyu Keyan [Shanghai Education Research], 3, 34–36.
- Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: RoutledgeFalmer.
- Day, C., & Sammons, P. (2013). Successful leadership: A review of the international literature. Reading: CfBT.
- Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Kington, A. (2009). The impact of school leadership on pupil outcomes: Final report. London: DCSF.
- Dimmock, C. (2012). Leadership, capacity building and school improvement. London: Routledge.
- DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree.
- Dufour, R., Dufour, R., Eaker, R., & Karhanek, G. (2010). Raising the bar and closing the gap: Whatever it takes. Bloomington, IN: Solution Tree Press.
- DuFour, R. & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achivement. Bloomington, IN: National Educational Service.
- DuFour, R., Eaker, R., & DuFour, R. (2005). On common ground: The power of professional learning communities. Bloomington, IN: National Education Service.
- Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
- Fullan, M. (2003). Change forces with a vengeance. London: Routledge.
- Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
- Gronn, P. (2003). The new work of educational leaders: Changing leadership practice in an era of school reform. London: Paul Chapman.
- Hairon, S. & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405–424.
- Hallinger, P. & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110.
- Halverson, R. (2007). How leaders use artifacts to structure professional community in schools. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 93–105). Maidenhead: McGraw-Hill-Open University Press.
- Hargreaves, A. (2007). Sustainable professional learning communities. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 181–195). Maidenhead: McGraw-Hill-Open University Press.
- Harris, A. (2001). Building the capacity for school improvement. School Leadership and Management, 21(30), 261–270.
- Harris, A. (2007). Distributed leadership: Conceptual confusion and empirical reticence. International Journal of Leadership in Education, 10(3), 1–11.
- Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Thousand Oaks, CA: Corwin.
- Harris, A., Jones, M., Sharma, S., & Kannan, S. (2013). Leading educational transformation in Asia: Sustaining the knowledge society. Asia Pacific Journal of Education, 33(2), 212–221.
- Harris, A. & Spillane, J. P. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31–34.
- Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory (SEDL).
- Hord, S. M. (Ed.). (2004). Learning together - leading together: Changing schools through learning communities. New York, NY: Teachers College Press.
- Hord, S. M. & Hirsh, S. A. (2008). Making the promise a reality. In A. M. Blankstein, P. D. Houston, & R. W. Cole (Eds.), Sustaining professional learning communities (pp. 23–40). Thousand Oaks, CA: Corwin Press.
- Hord, S. M., Roussin, J. L., & Sommers, W. A. (2010). Guiding professional learning communities: Inspiration, challenge, surprise, and meaning. Thousand Oaks, CA: Corwin.
- Hord, S. M. & Sommers, W. A. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.
- Jensen, B. (2012). Catching up: Learning from the best school systems in East Asia. Sydney: Grattan Institute.
- Kooy, M., & Veen, K. v. (2012). Preface introducing the landscrapes of teacher learning that matters. In M. Kooy & K. v. Veen (Eds.), Teacher learning that matters: International perspectives (pp. xvii–xx). New York, NY: Routledge.
- Leithwood, K. & Jantzi, D. (2000). The effects of different sources of leadership on student engagement in school. In K. Riley & K. S. Louis (Eds.), Leadership for change and school reform (pp. 50–66). New York, NY: Routledge.
- Leithwood, K. & Jantzi, D. (2008). Linking leadership to student learning: The contributions of leader efficacy. Educational Administration Quarterly, 44(4), 496–528.
- Leithwood, K. & Louis, K. S. (Eds.). (1998). Organisational learning in schools. Lisse: Swetz & Zeitlinger.
- Leithwood, K., Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influence student learning. Learning from Leading Project. New York, NY: Wallace Foundation.
- Lieberman, A. & Miller, L. (2004). Teacher leadership. San Francisco, CA: Jossey Bass.
- Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement - a meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148.
- Louis, K. S. (2008). Creating and sustaining professional communities. In A. M. Blankstein, P. D. Houston, & R. W. Cole (Eds.), Sustaining professional learning communities (pp. 41–57). Thousand Oaks, CA: Corwin Press.
- Louis, K. S. & Marks, H. (1998). Does professional community affect the classroom? Teachers' work and student work experiences in restructuring schools. American Journal of Education, 106(4), 532–575.
- Marks, H., Louis, K. S., & Printy, S. (2002). The capacity for organisational learning: Implications for pedagogy and student achievement. In K. Leithwood (Ed.), Organisational learning and school improvement (pp. 239–266). Greenwich, CT: JAI.
- McLaughlin, M. W. & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York, NY: Teacher College Press.
- Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook of new methods (2nd ed.). Thousand Oaks, CA: Sage.
- Mitchell, C. & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse: Swets and Zeitlinger.
- Moss, P. A., Phillips, D. C., Erickson, F. D., Floden, R. E., Lather, P. A., & Schneider, B. L. (2009). Learning from our differences: A dialogue across perspectives on quality in education research. Educational Researcher, 38(7), 501–507.
- Mulford, B. & Silins, H. (2003). Leadership for organisational learning and improved student outcomes - what do we know? Cambridge Journal of Education, 33(2), 175–195.
- OECD. (2011). Chapter 4: Shanghai and Hong Kong: Two distinct examples of education reform in China. In Strong performers and successful reformers in education: Lessons from PISA for the United States (pp. 83–112). Paris: Author. Retrieved from http://www.oecd.org/document/13/0,3343,en_2649_35845621_46538637_1_1_1_1,00.html
- OECD (2013). PISA 2012 Results: What students known and can do student performance in mathematics, reading and science, Vol. I. Paris: Author.
- Paine, L. & Fang, Y. (2006). Reform as hybrid model of teaching and teacher development in China. International Journal of Educational Research, 45, 279–289.
- Qin, J. H. & Huang, W. (2012). Zhongxue xiaozhang jiaoxue lingdao xianzhuang de diaocha yanjiu: Yi Guangzhou shi weili [A quantitative study on high school principals’ instructional leadership: A case study of Guanzhou]. Jiaoyu daokan [ Education Review], 2(1), 34–36.
- Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.
- Sargent, T. C. & Hannum, E. (2009). Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China. Journal of Teacher Education, 60(3), 258–276.
- Senge, P. (1990). The fifth discipline: The art and practice of the learning organisation. New York, NY: Doubleday.
- Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn: A fifth discipline fieldwork for parents, educators and everyone who cares about education. New York, NY: Currency Press/Doubleday.
- Sergiovanni, T. J. (2005). Strengthening the heartbeat: Leading and learning together in schools. San Francisco, CA: Jossey-Bass.
- Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
- Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.
- Stoll, L. (2012). Stimulating learning conversations. Professional Development Today, 14(4), 6–12.
- Timperley, H., Wilson, A., Barrar, H., Fund, I (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). Auckland: Ministry of Education and the University of Auckland.
- Toole, J. C. & Louis, K. S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 245–279). Dordrecht: Kluwer.
- Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco, CA: Jossey-Bass.
- Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
- Walker, A., Hu, R., & Qian, H. (2012). Principal leadership in China: An initial review. School Effectiveness and School Improvement, 23(4), 369–399.
- Wang, T. (2015). Contrived collegiality versus genuine collegiality: Demstifying professional learning communities in Chinese schools. Compare, 45(6), 908–930.
- Wells, C. (2008). A conceptual design for understanding professional learning community implementation. Catalyst for Change, 35(2), 25–37.
- Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Canbridge University Press.
- Wheatley, M. & Kellner-Rogers, M. (1996). A simpler way. San Francisco, CA: Berrett-Koehler.
- Wong, J. L. N. (2010). Searching for good practice in teaching: A comparison of two subject-based professional learning communities in a secondary school in Shanghai. Compare: A Journal of Comparative and International Education, 40(5), 623–639.
- Zhao, Q. (2012). Ruhe pingjia xiaozhang de jiaoxue lingdaoli [How to evaluate principals’ instructional leadership]. Zhongxiaoxue guanli[Primary and Secondary Schools Management], 6, 8–11.