References
- Arkansas School Board Association. (2006). Handbook for Arkansas school board members. Arkansas: Author.
- Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey Bass.
- Bush, T., & Coleman, M. (1995). Professional development for heads: The role of mentoring. Journal of Educational Administration, 33, 60–73.
- Calderhead, J. (1989). Reflective teaching and teacher education. Teacher and Teacher Education, 5, 43–51.
- Chivers, G. (2003). Utilising reflective practice interviews in professional development. Journal of European Industrial Training, 27, 5–15.
- Colton, A. B., & Sparks-Langer, G. M. (1993). A conceptual framework to guide the development of teacher reflection and decision making. Journal of Teacher Education, 44, 45–54.
- Dalgıç, G. (2011). An investigation of reflective practices of principals: Istanbul and Copenhagen cases (Unpublished doctorate dissertation). Marmara University, Istanbul, Turkey.
- Daresh, J. C. (1995). Research based on mentoring for educational leaders: What do we know? Journal of Educational Administration, 33, 7–16.
- Day, C. (1993). Reflection: A necessary but not sufficient condition for professional development. British Educational Research Journal, 19, 83–93.
- Day, C. (2000). Effective leadership and effective reflective practice. Reflective Practice, 1, 113–128.
- Day, C., & Bakioğlu, A. (1996). Development and disenchantment in the professional lives of headteachers. In F. Goodson & A. Hargreaves (Eds.), Teachers professional lives (pp. 205–227). London: Falmer Press.
- Earl, L., & Katz, S. (2007). Leadership in networked learning communities: Defining the terrain. School Leadership and Management, 27, 239–258.
- Edge, K., & Mylopoulos, M. (2008). Creating cross-school connections: LC networking in support of leadership and instructional development. School Leadership and Management, 28, 147–158.
- Fazio, X. (2009). Teacher development using group discussion and reflection. Reflective Practice, 10, 529–541.
- Fullan, M. (1997). What’s worth fighting for in the principalship. New York, NY: Teachers College Press.
- Fullan, M. (2001). The new meaning of educational change. New York, NY: Teachers College Press.
- Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school? New York, NY: Teachers College Press.
- Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3. Retrieved from http://www.ualberta.ca/~iiqm/backissues/3_1/pdf/groenewald.pdf
- Killion, J. P., & Todnem, G. (1991). A process of personal theory building. Educational Leadership, 48, 14–17.
- Kochan, F., Bredeson, P., & Riehl, C. (2002). Rethinking the professional development of school leaders. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century, 101st yearbook of the national society for the study of education (pp. 289–306). Chicago, IL: University of Chicago Press.
- Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
- Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Juta.
- Leithwood, K. A., & Montgomery, D. J. (1986). Improving principal effectiveness: The principal profile. Toronto: OISE.
- Leithwood, K., & Steinback, R. (1993). Total quality leadership: Expert thinking plus transformational practice. Journal of Personnel Evaluation in Education, 7, 311–337.
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
- MacBeath, J. (1998). Effective school leadership: Responding to change. London: Paul Chapman.
- Marshall, C., & Rossman, G. R. (1999). Designing qualitative research. Newbury Park, CA: Sage.
- Merriam, S. B. (1988). The case study research in education. San Francisco, CA: Jossey-Bass.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. An expended source book. Thousand Oaks, CA: Sage.
- Moller, K. D. (2004). Network mentoring for new principals of public elementary schools. (Unpublished PhD Dissertation). Doktora Tezi, School of Education and Organizational Leadership, University of la Verne, La Verne, CA.
- Ng, P. T., & Tan, C. (2009). Community of practice for teachers: sense making or critical reflective learning? Reflective Practice, 10, 37–44.
- Norton, J. L. (1997). Locus of control and reflective thinking in preservice teachers. Project Innovation, 117, 401–411.
- Osterman, K. F., & Kottkamp, R. B. (2004). Reflective practice for educators. Professional development to improve student learning (2nd ed.). Thousand Oaks, CA: Corwin.
- Parkay, F. W., & Currie, G. (1992). Sources of support for the beginning principal. In F. W. Parkay & G. E. Hall (Eds.), Becoming a principal: Challenges of beginning leadership. (pp. 70–84). Boston, MA: Allyn and Bacon.
- Pultorak, E. G. (1996). Following the developmental process of reflection in novice teachers: Three years of investigation. Journal of Teaching Education, 47, 283–291.
- Rearick, M. L., & Feldman, A. (1999). Orientations, purposes and reflection: A framework for understanding action research. Teaching & Teacher Education, 15, 333–349.
- Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104, 842–866.
- Rothwell, A., & Ghelipter, S. (2003). The developing manager: Reflective learning in undergraduate management education. Reflective Practice, 4, 241–254.
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Maurice Temple Smith.
- Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.
- Southworth, G. (1995). Reflections on mentoring for new school leaders. Journal of Educational Administration, 33, 17–28.
- Sparks-Langer, G. M., & Colton, A. B. (1991). Synthesis of research on teachers’ reflective thinking. Educational Leadership, 48, 37–44.
- Stewart, D. (2002). What does a reflective principal do? The Journal of the Secondary Principals’ Association of New Zealand, August, 7–11.
- Stoll, L., Halbert, J., & Kaser, L. (2009). Deepening in school-to-school networks. Retrieved from http://www.npbs.ca/2010/pdf/Deepening-Network%20.pdf
- Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 action strategies. Thousand Oaks, CA: Corwin.
- Tallerico, M. (1993). The professional development of school board members. Journal of Staff Development, 11, 32–36.
- Vince, R. (2000). Learning in public organizations in 2010. Public Money and Management, 20, 39–44.
- Vince, R., & Salem, T. (2004). The impact of caution and blame on organizational learning. Management Learning, 35, 133–154.
- Wildman, T., & Niles, J. (1987). Reflective teachers: tensions between abstractions and realities. Journal of Teacher Education, 3, 25–31.
- York-Barr, J., Sommers, W. A., Ghere, G. S., & Monthie, J. (2006). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Corwin.
- Zeichner, M. K., & Liston, D. P. (1996). Reflective teaching: An introduction. New Jersey, NJ: Lawrence Erlbaum.