School leadership and capacity building in Kazakhstan

References

• Bain, A., Walker, A., & Chan, A. (2011). Self-organisation and capacity building: Sustaining the change. Journal of Educational Administration, 49, 701–719.
   Google Scholar
• Barth, R. S. (2006). Improving relations within the schoolhouse. Educational Leadership, 63, 9–13.
   Web of Science ®Google Scholar
• Borman, G. F., Slavin, R. E., Cheung, A., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2005). Success for all: First year results from the national randomized field trial. Educational Evaluation and Policy Analysis, 27(1), 1–23.
   Web of Science ®Google Scholar
• Bridges, D. (Ed.). (2014). Educational reform and internationalisation: The case of school reform in Kazakhstan. Cambridge: Cambridge University Press.
   Google Scholar
• Bridges, D., Kurakbayev, K., & Kambatyrova, A. (2014). Lost and found in translation? Interpreting the processes of international and intranational translation of educational policy and practice in Kazakhstan. In D. Bridges (Ed.), Educational reform and internationalisation: The case of school reform in Kazakhstan (pp. 236–286). Cambridge: Cambridge University Press.
   Google Scholar
• Bridges, D., & Sagintayeva, A. (2014). Introduction. In D. Bridges (Ed.), Educational reform and internationalisation: The case of school reform in Kazakhstan (pp. xxii–xxvii). Cambridge: Cambridge University Press.
   Google Scholar
• Bryk, A. & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York, NY: Russell Sage.
   Google Scholar
• Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., & Brown, E. (2010). Ten strong claims about successful school leadership. Nottingham: The National College for School Leadership.
   Google Scholar
• Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72, 433–476.
   Web of Science ®Google Scholar
• Dimmock, C. (2012). Leadership, capacity building and school improvement concepts, themes and impact. London: Routledge.
   Google Scholar
• Dimmock, C., & Goh, J. W. P. (2011). Transformative pedagogy, leadership and school organisation for the twenty-first-century knowledge-based economy: The case of Singapore. School Leadership and Management, 31, 215–234.10.1080/13632434.2010.546106
   Google Scholar
• Fink, D. (2011). Pipelines, pools and reservoirs: Building leadership capacity for sustained improvement. Journal of Educational Administration, 49, 670–684.
   Google Scholar
• Frost, D., Fimyar, O., Yakavets, N., & Bilyalov, D. (2014). The role of the school director in education reform, in Kazakhstan. In D. Bridges (Ed.), Educational reform and internationalisation: The case of school reform in Kazakhstan (pp. 217–238). Cambridge: Cambridge University Press.
   Google Scholar
• Fullan, M. (2005). Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press and Toronto, Ontario Principals’ Council.
   Google Scholar
• Fullan, M. (2007). The new meaning of educational change. New York, NY: Columbia University, Teachers College Press.
   Google Scholar
• Fullan, M. (2009). Motion leadership: The skinny on becoming change savvy. London: Sage.
   Google Scholar
• Fullan, M. (2010). Motion leadership. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Fullan, M. (2011, May). Choosing the wrong drivers for whole system reform. Victoria, CSE/IARTV, seminar series paper no. 204. Centre for Strategic Education Seminar Series: East Melbourne. Retrieved October 23, 2014, from http://edsource.org
   Google Scholar
• Fullan, M., & Hargreaves, A. (1992). Teacher development and educational change. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change (pp. 1–9). London: Falmer.
   Google Scholar
• Gray, J., Hopkins, D., Reynolds, D., Wilcox, B., Farrell, S., & Jesson, D. (1999). Improving schools: Performance and potential. Buckingham: Open University Press.
   Google Scholar
• Hallinger, P., & Heck, R. H. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32, 5–44.10.1177/0013161X96032001002
   Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9, 157–191.10.1080/0924345980090203
   Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30, 95–110.10.1080/13632431003663214
   Google Scholar
• Hallinger, P., & Heck, R. (2011). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. In T. Townsend & J. MacBeath (Eds.), International handbook of leadership for learning (pp. 469–485). Dordrecht: Springer.10.1007/978-94-007-1350-5
   Google Scholar
• Hargreaves, A. (1997). Introduction. In A. Hargreaves (Ed.), Rethinking educational change with heart and mind: 1997 ASCD yearbook (pp. 1–26). Virginia, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Hargreaves, D. (2001). A capital theory of school effectiveness and improvement. British Educational Research Journal, 27, 487–503.10.1080/01411920120071489
   Web of Science ®Google Scholar
• Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. London: Routledge.
   Google Scholar
• Hopkins, D., Harris, A., & Jackson, D. (1997). Understanding the school's capacity for development: Growth states and strategies. School Leadership and Management, 17, 401–412.10.1080/13632439769944
   Google Scholar
• Hopkins, D. (2001). School improvement for real. London: Routledge/Falmer.
   Google Scholar
• Hopkins, D., & Jackson, D. (2001). Building the capacity for leading and learning. In A. Harris, C. Day, D. Hopkins, M. Hadfield, A. Hargreaves, & C. Chapman (Eds.), Effective leadership for school improvement (pp. 84–104). London: Routledge Falmer.
   Google Scholar
• Hopkins, D., & Reynolds, D. (2001). The past, present and future of school improvement. Towards the third age. British Educational Research Journal, 27, 457–459.
   Google Scholar
• King, M. B., & Newman, F. M. (2001). Building school capacity through professional development: Conceptual and empirical considerations. International Journal of Educational Management, 15, 86–94.
   Google Scholar
• Leithwood, K., Aitken, R., & Jantzi, D. (2001). Making schools smarter. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17, 202–227.
   Web of Science ®Google Scholar
• Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham: Open University Press.
   Google Scholar
• Leithwood, K., & Louis, K. S. (Eds.). (1998). Organisational learning in schools. Lisse: Swets and Zeitlinger.
   Google Scholar
• Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the learning from leadership project. New York, NY: Wallace Foundation.
   Google Scholar
• McDonnell, L., & Elmore, R. (1987). Getting the job done: Alternative policy instruments. Educational Evaluation and Policy Analysis, 9, 133–152.10.3102/01623737009002133
   Google Scholar
• McLaughlin, M. (2008). Beyond ‘misery research’—New opportunities for implementation research, policy and practice. In C. Sugrue (Ed.), The future of educational change: International perspectives (pp. 175–190). Abingdon: Routledge.
   Google Scholar
• Meier, D. (2003). In schools we trust: Creating communities of learning in an era of testing and standardization. Boston, MA: Beacon Press.
   Google Scholar
• Mitchell, C., & Sackney, L. (2011). Profound improvement: Building capacity for a learning community (2nd ed.). London: Routledge.
   Google Scholar
• MoES. (2010). State programme of educational development in the republic of Kazakhstan for 2011–2020. Decree of the President of the Republic of Kazakhstan No. 1118. December 7, 2010. Astana: MoES.
   Google Scholar
• MoES. (2011). Order of the Minister of Education and Science on Establishing rules for attestation of pedagogical staff. No.119. March 31, 2011.
   Google Scholar
• MoES. (2012, February 21). Ministry of Education and Science, Republic of Kazakhstan, ‘rules for competitive substitution of heads of state institution of secondary education’, No. 57.
   Google Scholar
• Mulford, B., & Silins, H. (2009). Transformational leadership and organizational learning in schools. In M. S. Khine & I. M. Saleh (Eds.), Transformative leadership and educational excellence: Learning organizations in the information age (pp. 139–164). Rotterdam: Sense.
   Google Scholar
• Newmann, F. M., King, M. B., & Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108, 259–299.10.1086/aje.2000.108.issue-4
   Web of Science ®Google Scholar
• OECD. (2014). Reviews of national policies for education. Secondary education in Kazakhstan. Author. Retrieved October 23, 2014, from http://dx.doi.org/10.1787/9789264205208-en
   Google Scholar
• Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York, NY: Doubleday.
   Google Scholar
• Silova, I. (2005). Traveling policies: Hijacked in Central Asia. European Educational Research Journal, 4, 50–59.10.2304/eerj
   Google Scholar
• Singh, P., Thomas, S., & Harris, J. (2013). Recontextualising policy discourses: A Bernsteinian perspective on policy interpretation, translation, enactment. Journal of Education Policy, 28, 465–480.10.1080/02680939.2013.770554
   Web of Science ®Google Scholar
• Sleegers, P., & Leithwood, K. (2010). School development for teacher learning and change. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (pp. 557–562). Oxford: Elsevier.10.1016/B978-0-08-044894-7.00661-8
   Google Scholar
• Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387–431.10.3102/00346543072003387
   Web of Science ®Google Scholar
• Standard Regulations for Operation of Educational Organisations of Primary, Basic Secondary and General Secondary Education Levels. (2013, May 20). Decree of the Government of the Republic of Kazakhstan. No. 499. Retrieved May 20, 2015, from http://www.edu.gov.kz
   Google Scholar
• Steiner-Khamsi, G. (Ed.). (2006). the global politics of educational borrowing and lending. New York, NY: Teachers College Press.
   Google Scholar
• Sterbinsky, A., Ross, S. M., & Redfield, D. (2006). Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study. School Effectiveness and School Improvement, 17, 367–397.10.1080/09243450600797661
   Web of Science ®Google Scholar
• Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10, 115–127.
   Google Scholar
• Stoll, L., & Earl, L. (2003). Making it last: Building capacity for sustainability. In B. Davies & J. West-Burnham (Eds.), Handbook of educational leadership and management (pp. 491–504). Harlow: Pearson Education.
   Google Scholar
• The World Bank. (2013). SABER country report: Kazakhstan school autonomy and accountability 2013. Retrieved August 9, 2014, from http://saber.worldbank.org/index.cfm?indx=9&pd=4
   Google Scholar
• 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, 441–460.10.1080/09243453.2012.678867
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70, 547–593.10.3102/00346543070004547
   Web of Science ®Google Scholar
• Turner, F., Wilson, E., Ispussinova, S., Kassymbekov, Y., Sharimova, A., Balgynbayeva, B., & Brownhill, S. (2014). Centres of excellence: Systemwide transformation of teaching practice. In D. Bridges (Ed.), Education reform and internationalisation: The case of school reform in Kazakhstan (pp. 83–105). Cambridge: Cambridge University Press.
   Google Scholar
• Yakavets, N. (2011). Leadership in extended schools: Working in an inter-agency collaborative context (PhD thesis). The Open University, Milton Keynes.
   Google Scholar
• Yakavets, N. (2014a). Educational reform in Kazakhstan: The first decade of independence. In D. Bridges (Ed.), Educational reform and internationalisation: The case of school reform in Kazakhstan (pp. 1–27). Cambridge: Cambridge University Press.
   Google Scholar
• Yakavets, N. (2014b). Reforming society through education for gifted children: The case of Kazakhstan. Research Papers in Education, 29, 513–533.10.1080/02671522.2013.825311
   Web of Science ®Google Scholar
• Yakavets, N. & Dzhadrina, M. (2014). Educational reforms in Kazakhstan: ‘Entering the world arena’. In D. Bridges (Ed.), Educational reform and internationalisation: the case of school reform in Kazakhstan (pp. 28–52). Cambridge: Cambridge University Press.
   Google Scholar