Publication Cover
School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 27, 2016 - Issue 4
830
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

Leading with intent: cultivating community conversation to create shared understanding

, &
Pages 580-593 | Received 21 Sep 2013, Accepted 15 Dec 2015, Published online: 20 Jan 2016

References

  • Andrews, D. (2008). Working together to enhance school outcomes: An Australian case study of parallel leadership. Leading & Managing, 14(2), 45–60.
  • Argyris, C., & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.
  • Bazeley, P. (2007). Qualitative data analysis with NVivo. London, UK: Sage.
  • Benson, R., Brack, C., & Samarwickrema, G. (2012). Teaching with wikis: Improving staff development through action research. Research in Learning Technology, 20(2). Retrieved from http://eric.ed.gov/?id=EJ973814
  • Bishop, R. (2011). How effective leaders reduce educational disparities. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 27–40). London, UK: Sage.
  • Chance, P. L. (2009). Introduction to educational leadership & organizational behavior (2nd ed.). Larchmont, NY: Eye On Education.
  • City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London, UK: RoutledgeFalmer.
  • Cranston, N., Mulford, B., Keating, J., & Reid, A. (2010). Primary school principals and the purposes of education in Australia: Results of a national survey. Journal of Educational Administration, 48, 517–539. doi:10.1108/09578231011054743
  • Day, C. (2011). The layering of leadership. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 13–26). London, UK: Sage.
  • Dempster, N. (2008). Leadership for learning: Some ethical connections. In J. Macbeath & Y. C. Cheng (Eds.), Leadership for learning: International perspectives (pp. 61–74). Rotterdam, The Netherlands: Sense.
  • Dimmock, C. (2012). Leadership, capacity building and school improvement: Concepts, themes and impact. New York, NY: Routledge.
  • DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.
  • Duignan, P., & Cannon, H. (2011). The power of many: Building sustainable collective leadership in schools. Camberwell, VIC, Australia: Australian Council for Educational Research.
  • Dulfer, N., Polesel, J., & Rice, S. ( Producer). (2012). The experience of education: The impacts of high stakes testing on school students and their families (Research report). Retrieved from http://www.whitlam.org/__data/assets/pdf_file/0010/409735/High_Stakes_Testing_An_Educators_Perspective.pdf
  • Earl, L. M., & Timperley, H. (2009). Understanding how evidence and learning conversations work. In L. Earl & H. Timperley (Eds.), Professional learning conversations: Challenges in using evidence for improvement (Vol. 1, pp. 1–12). Milton Keynes, UK: Springer Science+Business Media.
  • Elmore, R. F. (2000). Building a new structure for school leadership. Retrieved from http://www.shankerinstitute.org/sites/shanker/files/building.pdf
  • Fleming, J., & Kleinhenz, E. (2007). Towards a moving school: Developing a professional learning and performance culture. Camberwell, VIC, Australia: ACER Press.
  • Halbert, J., & Kaser, L. (2012). Inquiring learning environments: New mindsets required ( Seminar Series Paper No. 214). Melbourne, VIC, Australia: Centre for Strategic Education.
  • Hallinger, P. (2010). Leadership for learning: What we have learned from 30 years of empirical research ( Seminar Series Paper No. 196). Melbourne, VIC, Australia: Centre for Strategic Education.
  • Hardy, I., & Rönnerman, K. (2011). The value and valuing of continuing professional development: Current dilemmas, future directions and the case for action research. Cambridge Journal of Education, 41, 461–472. doi:10.1080/0305764X.2011.625004
  • Harris, A. (2004). Teacher leadership and distributed leadership: An exploration of the literature. Leading & Managing, 10(2), 1–9.
  • Harris, A., & Day, C. (2002). Teacher leadership, reflective practice, and school improvement. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 957–977). Dordrecht, The Netherlands: Kluwer Academic.
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York, NY: Routledge.
  • Hesse-Biber, S. N. (2010). Mixed methods research: Merging theory with practice. New York, NY: The Guilford Press.
  • Kayrooz, C., & Trevitt, C. (2005). Research in organisations and communities: Tales from the real world. Crows Nest, NSW, Australia: Allen and Unwin.
  • Kezar, A., & Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, interrelated strategies, and balance. Research in Higher Education, 43, 295–328.
  • Lambert, L. (2002a). Leading the conversations. In L. Lambert, D. Walker, D. P. Zimmerman, J. E. Cooper, M. D. Lambert, M. E. Gardner, & M. Szabo (Eds.), The constructivist leader (2nd ed., pp. 63–88). New York, NY: Teachers College Press.
  • Lambert, L. (2002b). Toward a deepened theory of constructivist leadership. In L. Lambert, D. Walker, D. P. Zimmerman, J. E. Cooper, M. D. Lambert, M. E. Gardner, & M. Szabo (Eds.), The constructivist leader (2nd ed., pp. 34–62). New York, NY: Teachers College Press.
  • Leithwood, K. (2004). What we know about successful leadership. The Practising Administrator, 26(4), 4–7.
  • Leithwood, K. (2011). Leadership and student learning: What works and how. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 41–55). London, UK: Sage.
  • Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28, 27–42. doi:10.1080/13632430701800060
  • Leithwood, K., Leonard, L., & Sharratt, L. (1998). Conditions fostering organizational learning in schools. Educational Administration Quarterly, 34, 243–276. doi:10.1177/0013161x98034002005
  • Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19, 325–340.
  • Louis, K. S., Mayrowetz, D., Smiley, M., & Murphy, J. (2009). The role of sensemaking and trust in developing distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives (Vol. 7, pp. 157–180). Milton Keynes, UK: Springer.
  • Macbeath, J. (2008). Leadership for learning: Exploring similarity and living with difference. In J. Macbeath & Y. Cheng (Eds.), Leadership for learning: International perspectives (pp. 1–12). Rotterdam, The Netherlands: Sense.
  • Macbeath, J., & Swaffield, S. (2008, January). Leadership for learning: A matter of principle. Paper presented at the International Congress for School Effectiveness and Improvement, Auckland, New Zealand.
  • Marsh, S., Waniganayake, M., & De Nobile, J. (2013). Leadership for learning as an intentional, community-wide activity: The importance of developing a shared language in schools. School Leadership & Management, 33, 395–411. doi:10.1080/13632434.2013.813461
  • Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press.
  • Mascall, B., Leithwood, K., Strauss, T., & Sacks, R. (2009). The relationship between distributed leadership and teachers’ academic optimism. In A. Harris (Ed.), Distributed leadership: Different perspectives (Vol. 7, pp. 81–100). Milton Keynes, UK: Springer.
  • May, H., Huff, J., & Goldring, E. (2012). A longitudinal study of principals’ activities and student performance. School Effectiveness and School Improvement, 23, 417–439.
  • Morrison, K. (2002). School leadership and complexity theory. London, UK: RoutledgeFalmer.
  • Mulford, B., & Silins, H. (2011). Revised models and conceptualisation of successful school principalship for improved student outcomes. International Journal of Educational Management, 25, 61–82. doi:10.1108/09513541111100125
  • Mulford, B., Silins, H., & Leithwood, K. (2004). Educational leadership for organisational learning and improved student outcomes. Dordrecht, The Netherlands: Kluwer Academic.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
  • Penlington, C., Kington, A., & Day, C. (2008). Leadership in improving schools: A qualitative perspective. School Leadership & Management, 28, 65–82. doi:10.1080/13632430701800086
  • Reid, A. (2010). Accountability and the public purposes of education. Professional Voice, 8(1), 13–20.
  • Robertson, J. (2011). Partnership in leadership and learning. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 213–226). London, UK: Sage.
  • Robinson, V. (2007). School leadership and student outcomes: Identifying what works and why (ACEL Monograph Series, No. 41). Winmalee, NSW, Australia: Australian Council for Educational Leaders.
  • Robinson, V. M. J. (2009). Fit for purpose: An educationally relevant account of distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives (Vol. 7, pp. 219–240). Milton Keynes, UK: Springer.
  • Robinson, V. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.
  • 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, 635–674. doi:10.1177/0013161x08321509
  • Sandt, F.-O. (2012). Peer Observation Action Research Project. School Leadership & Management, 32, 355–373. doi:10.1080/13632434.2012.712511
  • Schein, E. H. (2010). Organizational culture and leadership (4th ed.). San Francisco, CA: Jossey-Bass.
  • 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 fieldbook for educators, parents, and everyone who cares about education. New York, NY: Doubleday.
  • Smeed, J. L. (2010). Accountability through high-stakes testing and curriculum change. Leading & Managing, 16(2), 1–15.
  • Southworth, G. (2011). Connecting leadership and learning. In J. Robertson & H. Timperley (Eds.), Leadership and learning (pp. 71–85). London, UK: Sage.
  • Stanley, G. (2012, July). The changing role of educational assessment: From global to local impacts. Paper presented at the Independent Schools Queensland Think Tank.
  • Swaffield, S. (2008). Critical friendship, dialogue and learning, in the context of Leadership for Learning. School Leadership & Management, 28, 323–336. doi:10.1080/13632430802292191
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23, 441–460.
  • Timperley, H. S. (2005). Instructional leadership challenges: The case of using student achievement information for instructional improvement. Leadership and Policy in Schools, 4, 3–22. doi:10.1080/15700760590924591
  • Timperley, H. S. (2006). Learning challenges involved in developing leading for learning. Educational Management Administration Leadership, 34, 546–563. doi:10.1177/1741143206068217
  • Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45, 217–247. doi:10.1177/0013161X08330501
  • Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70, 547–593.
  • UNICEF. (2007). Child poverty in perspective: An overview of child well-being in rich countries. Retrieved from http://www.unicef.org/media/files/ChildPovertyReport.pdf

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.