684
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Becoming a teacher leader: capital acquisition and accumulation

ORCID Icon & ORCID Icon
Pages 691-714 | Received 22 Jul 2021, Accepted 24 Feb 2022, Published online: 24 Mar 2022

References

  • Anderson, A. R., Drakopoulou Dodd, S., & Jack, S. L. (2010). Network practices and entrepreneurial growth. Scandinavian Journal of Management, 26(2), 121–133.
  • Bennis, W. (2009). On becoming a leader. New York: Basic Books.
  • Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge, MA: Harvard University Press.
  • Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7, 14–24.
  • Bourdieu, P. (1990). The logic of practice. Cambridge: Polity Press.
  • Bourdieu, P. (1993). Social sense. Frankfurt: Suhrkamp.
  • Bourdieu, P. (1996). The roles of art: Genesis and structure of the literary field. Stanford, CA: Stanford University Press.
  • Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), The handbook of theory: Research for the sociology of education (pp. 241–258). New York: Greenwood Press.
  • Boylan, M. (2016). Deepening system leadership: Teachers leading from below. Educational Management Administration & Leadership, 44(1), 57–72.
  • Campbell, C. (2015). Teachers as leaders of teachers' professional learning. Australian Educational Leader, 37(3), 16–20.
  • Campbell, C., Lieberman, A., & Yashkina, A. (2016). Developing professional capital in policy and practice: Ontario’s teacher learning and leadership program. Journal of Professional Capital and Community, 1(3), 219–236.
  • Carter, A. (2016). Empowering middle leaders-trends in school leadership research on the principal’s impact on school effectiveness. Australian Educational Leader, 38(1), 37–41.
  • Coldren, A. F., & Spillane, J. P. (2007). Making connections to teaching practice. Educational Policy, 21(2), 369–396.
  • Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(Supplement), S95–S120.
  • Coleman, J. S. (1990). Commentary: Social institutions and social theory. American Sociological Review, 55(3), 333–339.
  • Collinson, V. (2012). Leading by learning, learning by leading. Professional Development in Education, 38(2), 247–266.
  • Cravens, X. C., & Wang, J. (2015). Learning from the masters: A closer look at the Shanghai teacher-expertise infusion system [Paper presentation]. UCEA Convention, San Diego, USA.
  • Cravens, X. C., & Wang, J. (2017). Learning from the masters: Shanghai’s teacher-expertise infusion system. International Journal for Lesson and Learning Studies, 6(4), 306–320.
  • Crowther, F., Ferguson, L. M., & Hann, L. (2009). Developing teacher leaders. Thousand Oaks, CA: Corwin Press.
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Washington DC: National Staff Development Council.
  • Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending educational reform: From one to many. London and New York: RoutledgeFalmer.
  • Domina, T., Lewis, R., Agarwal, P., & Hanselman, P. (2015). Professional sense-makers: Instructional specialists in contemporary schooling. Educational Researcher, 44(6), 359–364.
  • Ekinci, A. (2012). The effects of social capital levels in elementary schools on organizational information sharing. Educational Sciences: Theory & Practice, 12(4), 2513–2520.
  • Elmore, R. F. (2009). Foreword. In M. Militello, S. F. Rallis, & E. B. Goldring (Eds.), Leading with inquiry and action: How principals improve teaching and learning (pp. vii–x). Thousand Oaks, CA: Corwin Press.
  • Fisher, G., Kotha, S., & Lahiri, A. (2016). Changing with the times: An integrated view of identity, legitimacy, and new venture life cycles. Academy of Management Review, 41(3), 383–409.
  • Fuller, T., & Tian, Y. M. (2006). Social and symbolic capital and responsible entrepreneurship: An empirical investigation of SME narratives. Journal of Business Ethics, 67(3), 287–304.
  • Gallucci, C., Van Lare, M. D., Yoon, I. H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919–963.
  • Goss, P., & Sonnemann, J. (2020). Top teachers: Sharing expertise to improve teaching. Melbourne, Grattan Institute. Accessed 30 March 2021. https://grattan.edu.au/report/top-teachers/.
  • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
  • Harris, A., Jones, M., & Baba, S. (2013). Distributed leadership and digital collaborative learning: A synergistic relationship? British Journal of Educational Technology, 44(6), 926–939.
  • Harvey, C., Maclean, M., Gordon, J., & Shaw, E. (2011). Andrew Carnegie and the foundations of contemporary entrepreneurial philanthropy. Business History, 53(3), 425–450.
  • Helterbran, V. R. (2016). Chapter 12: Teacher leadership: Overcoming ‘I am just a teacher’ß syndrome. Counterpoints, 466, 114–120.
  • Jensen, B., Hunter, A., Sonneman, J., & Burns, T. (2012). Catching up: Learning from the best school systems in East Asia. Melbourne: Grattan Institute.
  • Jensen, B., Sonnemann, J., Roberts-Hull, K., & Hunter, A. (2016). Beyond PD: Teacher professional learning in high-performing systems. Washington, DC: National Centre on Education and the Economy.
  • Jia, N., Mu, G. M. (2019). Capital conversion and school change: A Bourdieusian analysis. In G. M. Mu, K. Dooley, & A. Luke (Eds.), Bourdieu and Chinese education: Inequity, competition, and change (pp. 175–191). New York, NY: Routledge.
  • Karatas-Ozkan, M. (2011). Understanding relational qualities of entrepreneurial learning: Towards a multi-layered approach. Entrepreneurship & Regional Development, 23(9–10), 877–906.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
  • Lin, N. (1995). Les ressources sociales: Une théorie du capital social. Revue Française de sociologie, 36(4), 685–704.
  • Lin, N. (2001). Social capital: A theory of social structure and action. Cambridge: Cambridge University Press.
  • Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: The University of Chicago Press.
  • McLeod, C., O’Donohoe, S., & Townley, B. (2011). Pot noodles, placements and peer regard: Creative career trajectories and communities of practice in the British advertising industry. British Journal of Management, 22(1), 114–131.
  • Minckler, C. H. (2014). School leadership that builds teacher social capital. Educational Management Administration & Leadership, 42(5), 657–679.
  • Mulford, B. (2010). Recent developments in the field of educational leadership: The challenge of complexity. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 187–208). Dordrecht: Springer.
  • OECD. (2010). PISA 2009: What students know and can do: Student performance in reading, mathematics and science. Paris: Author.
  • OECD. (2014) Results from TALIS 2013-2014: Shanghai (China) . Paris: Author. Available from https://www.oecd.org/education/school/TALIS-2014-country-note-Shanghai.pdf
  • OECD. (2016). Education in China: A snapshot. Paris: Author.
  • Pret, T., Shaw, E., & Drakopoulou Dodd, S. (2016). Painting the full picture: The conversion of economic, cultural, social and symbolic capital. International Small Business Journal, 34(8), 1004–1027.
  • Qian, H. Y., & Walker, A. (2020). Creating conditions for professional learning communities (PLCs) in schools in China: The role of school principals. Professional Development in Education, Advance online publication. doi: 10.1080/19415257.2020.1770839.
  • Qian, H. Y., Walker, A. D. (2021). System leadership for promoting collective responsibility and communities of learners: Insights from China. In P. A. Duignan & S. Brown (Eds.), Leading education systems. (pp. 87-110). Bingley: Emerald Group Publishing.
  • Reeves, D. (2009). Model teachers. Educational Leadership, 66(5), 85–86.
  • Reuber, A. R., & Fischer, E. (2005). The company you keep: How young firms in different competitive contexts signal reputation through their customers. Entrepreneurship Theory and Practice, 29(1), 57–78.
  • Spillane, J. P. (2012). Data in practice: Conceptualizing the data-based decision-making phenomena. American Journal of Education, 118(2), 113–141.
  • Spillane, J., Hallett, T., & Diamond, J. B. (2001). Exploring the construction of leadership for instruction in urban elementary schools: Leadership as symbolic power. Working paper WP-01-04. Evanston, IL: Institute for Policy Research, Northwestern University.
  • Spillane, J., Hallett, T., & Diamond, J. B. (2003). Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools. Sociology of Education, 76(1), 1–17.
  • Spillane, J. P., Shirrell, M., & Adhikari, S. (2018). Constructing ‘experts’ among peers: Educational infrastructure, test data, and teachers’ interactions about teaching. Educational Evaluation and Policy Analysis, 40(4), 586–612.
  • Sun, M., Loeb, S., & Grissom, J. A. (2017). Building teacher teams: Positive spillover from more effective colleagues. Educational Evaluation and Policy Analysis, 39(1), 104–125.
  • Tan, C. (2013). Learning from Shanghai: Lessons on achieving educational success. Singapore: Springer.
  • Taylor, J. E. (2008). Instructional coaching: The state of the art. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: Using research to inform and reform (pp. 10–35). New York, NY: Teachers College Press.
  • Terjesen, S., & Elam, A. B. (2009). Transnational entrepreneurs’ venture internalisation strategies: A practice theory approach. Entrepreneurship Theory and Practice, 33(5), 1093–1120.
  • Tucker, M. S. (2011). Surpassing Shanghai: An agenda for American education built on the world’s leading systems. Cambridge, MA: Harvard Education Press.
  • Walker, A., & Qian, H. Y. (2012). Reform disconnection in China. Peabody Journal of Education, 87(2), 162–177.
  • Walker, A., & Qian, H. Y. (2018). Exploring the mysteries of school success in Shanghai. ECNU Review of Education, 1(1), 119–134.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
  • Zeng, Y., & Lo, L.N.K. (2021). Leading as boundary crossing: How teacher leaders lead across a professional learning network in Shanghai China. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432211055329
  • Zhang, M., Walker, A.D., & Qian, H. Y. (2021). Master teachers as system leaders of professional learning: Master teacher studios in China. International Journal of Educational Management, 35 (7), 1333–1346.
  • Zheng, X., Yin, H., & Li, Z. (2019). Exploring the relationship among instructional leadership, professional learning communities and teacher self-efficacy in China. Educational Management Administration & Leadership, 47(6), 843–859.

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.