Curriculum leadership in global context: a self-study of educational leadership teaching practices

References

• Altman, J. G. (1982). Epistolarity: Approaches to a form. Columbus, OH: Ohio State University Press.
   Google Scholar
• Begley, P. (2002). Western-centric perspectives on values and leadership. In A. Walker & C. Dimmock (Eds.), School leadership and administration: Adopting a cultural perspective (pp. 45–59). New York, NY: Routledge Falmer.
   Google Scholar
• Berry, A. (2004). Self-study in teaching about teaching. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1295–1332). Dordrecht: Kluwer Academic.10.1007/978-1-4020-6545-3
   Google Scholar
• Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand Oaks, CA: Sage.
   Google Scholar
• Breault, D. A. (2010). Tethering one’s self to the pole of utility: A Deweyan critique of recent shifts in leadership preparation. Scholar-Practitioner Quarterly, 4, 292–303.
   Google Scholar
• Brooks, J. S., & Normore, A. H. (2010). Educational leadership and globalization: Literacy for a glocal perspective. Educational Policy, 24, 52–82.10.1177/0895904809354070
   Web of Science ®Google Scholar
• Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54, 6–18.
   Web of Science ®Google Scholar
• Dinkelman, T., Margolis, J., & Sikkenga, K. (2006). From teacher to teacher educator: Experiences, expectations, and expatriation. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 2, 5–23.10.1080/17425960600557447
   Google Scholar
• Eacott, S. (2010). Studying school leadership practise: A methodological discussion. Issues In Educational Research, 20, 220–233.
   Google Scholar
• Frick, W. C., & Riley, A. T. (2010). A self-study on preparing future school leaders. Journal of Research on Leadership Education, 5, 310–334.
   Google Scholar
• Gibney, J., & Murie, A. (2008). Toward a ‘new’ strategic leadership of place for the knowledge-based economy: A report for the Academy for Sustainable Communities. Edgbaston: University of Birmingham.
   Google Scholar
• Gruenewald, D. A. (2003). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40, 619–654.
   Web of Science ®Google Scholar
• Hamilton, M. L. (2004). Professional knowledge, teacher education and self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 375–419). Dordrecht: Kluwer Academic.10.1007/978-1-4020-6545-3
   Google Scholar
• Handler, B. (2010). Teacher as curriculum leader: A consideration of the appropriateness of that role assignment to classroom-based practitioners. International Journal of Teacher Leadership, 3, 34–43.
   Google Scholar
• Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York, NY: Teachers’ College Press, Buckingham: Open University Press.
   Google Scholar
• Heifetz, R. A. (1994). Leadership without easy answers. Cambridge, MA: Harvard University Press.
   Google Scholar
• Hess, F. M., & Kelly, A. P. (2007). Learning to lead: What gets taught in principal preparation programs. Teachers College Record, 109, 244–274.
   Web of Science ®Google Scholar
• Kliebard, H. (2004). The struggle for the American curriculum, 1893–1958. New York, NY: Routledge Falmer.
   Google Scholar
• Kottkamp, R. B. (2011). Introduction: Leadership preparation in education. Educational Administration Quarterly, 47, 3–17.10.1177/0011000010378609
   Web of Science ®Google Scholar
• LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordrecht: Kluwer Academic.10.1007/978-1-4020-6545-3
   Google Scholar
• Loughran, J. (2004). A history and context of self-study of teaching and teacher education practises. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 7–39). Dordrecht: Kluwer Academic.10.1007/978-1-4020-6545-3
   Google Scholar
• Lunenberg, M., & Hamilton, M. L. (2008). Threading a golden chain: An attempt to find our identities as teacher educators. Teacher Education Quarterly, 185–205.
   Google Scholar
• Lunenberg, M., Zwart, R., & Korthagen, F. (2010). Critical issues in supporting self-study. Teaching and Teacher Education, 26, 1280–1289.
   Web of Science ®Google Scholar
• MacBeath, J., Swaffield, S., & Frost, D. (2009). Principled narrative. International Journal of Leadership in Education, 12, 223–237.10.1080/13603120802684548
   Google Scholar
• MacBeath, J., & Townsend, T. (2011). Leadership and learning: Paradigms and principles. In T. Townsend & J. MacBeath (Eds.), International handbook of leadership for learning (pp. 1–25). Dordrecht: Springer.
   Google Scholar
• Manke, M. P. (2004). Administrators also do self-study: Issues of power and community, social justice, and teacher education reform. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1367–1391). Dordrecht: Kluwer Academic.10.1007/978-1-4020-6545-3
   Google Scholar
• McCray, C. R., & Beachum, F. D. (2011). Culturally relevant leadership for the enhancement of teaching and learning in urban schools. In T. Townsend & J. MacBeath (Eds.), International handbook of leadership for learning (pp. 487–501). Dordecht: Springer.10.1007/978-94-007-1350-5
   Google Scholar
• McInerney, P. (2010). Moving into dangerous territory? Educational leadership in a devolving education system. International Journal of Leadership in Education: Theory and Practise, 6, 57–72.
   Google Scholar
• Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Misco, T., Patterson, N., & Doppen, F. (2011). Policy in the way of practise: How assessment legislation is affecting social studies and instruction in Ohio. International Journal of Education Policy and Leadership, 6, 1–13.
   Google Scholar
• Patrizio, K., Ballock, E., & McNary, S. (2011). Developing as teacher educator researchers. Studying Teacher Education, 11, 263–279.
   Google Scholar
• Pinar, W. F. (1975). The method of currere. Paper presented at the Annual Meeting of the American Educational Research Association. Washington, DC.
   Google Scholar
• Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practise as a genre of qualitative research: Theory, methodology, and practise. New York, NY: Springer.
   Google Scholar
• Ritter, J. (2007). Forging a pedagogy of teacher education: The challenges of moving from classroom teacher to teacher educator. Studying Teacher Education, 3, 5–22.10.1080/17425960701279776
   Google Scholar
• Ross, H., & Manion, G. (2012). Curriculum making as the enactment of dwelling in places. Studies in Philosophy and Education, 31, 303–313.10.1007/s11217-012-9295-6
   Web of Science ®Google Scholar
• Stone, D. (2002). Policy paradox: The art of political decision making (Revised ed.). New York, NY: W.W. Norton.
   Google Scholar
• Whitehead, J. (1993). The growth of educational knowledge: Creating your own living educational theories. Bournemouth: Hyde.
   Google Scholar
• Williams, J., & Ritter, J. (2010). Constructing new professional identities through self-study: From teacher to teacher educator. Professional Development in Education, 36, 77–92.10.1080/19415250903454833
   Google Scholar
• Wood, D., & Borg, T. (2010). The Rocky Road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6, 17–28.10.1080/17425961003668914
   Google Scholar
• Ylimaki, R. (2012). Curriculum leadership in a conservative era. Educational Administration Quarterly, 48, 304–346.10.1177/0013161X11427393
   Web of Science ®Google Scholar
• Zellermayer, M., & Margolin, I. (2005). Teacher educators’ professional learning described through the lens of complexity theory. Teachers College Record, 107, 1275–1304.10.1111/tcre.2005.107.issue-6
   Web of Science ®Google Scholar