References
- Barnett, B. G. (1990). Peer-assisted leadership: Expanding principals’ knowledge through reflective practice. Journal of Educational Administration, 28, 67–76.
- Boatman, S. A. (1997). Student leadership development: Approaches, methods, and models. Management of Campus Activities Series No. 2. Columbia: NationalAssociation for Campus Activities.
- Bridgeland, J., Dilulio, J., & Morrison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Washington, DC: Civic Enterprises.
- Center for Educational Leadership. (2015). 4 Dimensions of Instructional Leadership. Author: University of Washington.
- Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Research, 31, 3–14.10.3102/0013189X031004003
- Drago-Severson, E., Asghar, A., & Blum-DeStefano, J. (2011). Conceptual changes in aspiring school leaders: Lessons from a university classroom. Journal of Research on Leadership Education, 6, 83–132.
- Drago-Severson, E., & Blum-DeStefano, J. (2014). Leadership for transformational learning: A developmental approach to supporting leaders’ thinking and practice. Journal of Research on Leadership Education, 9, 113–141.10.1177/1942775114527082
- Drago-Severson, E., Maslin-Ostrowski, P., & Hoffman, A. M. (2012). Resisting fragmentation: Calling for a holistic approach to professional practice and preparation for educational leaders. Journal of Research on Leadership Education, 7, 44–77.
- Ely, M. (1997). On writing qualitative research: Living by words. London: Falmer press.
- Erchul, W. P., & Martens, B. K. (2010). School consultation conceptual and empirical bases of practice (2nd ed.). New York, NY: Kluwer Academic/Plenum.10.1007/978-1-4419-5747-4
- Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
- Guba, E. & Lincoln, Y. (1989). Fourth generation evaluation. Newbury Park, CA: Sage Publications, Inc.
- Jones, K. R., & Perkins, D. F. (2004). Youth and adult perceptions of their relationships within community-based youth programs. Youth society, 38, 90–109.
- Kellerman, B. (2008). Followership: How followers are creating changing and changing leaders. Boston: Harvard Business Press.
- Kellerman, B. (2012). The end of leadership. New York, NY: Harper Business.
- Lambert, L. (2002). A framework for shared leadership. Beyond instructional leadership, 59, 37–40.
- Leithwood, K. (2005). A review of transformational school leadership research. Leadership and Policy in Schools, 4, 177–199.10.1080/15700760500244769
- Lumby, J., & English, F. (2009). From simplicism to complexity in leadership identity and preparation: Exploring the lineage and dark secrets. International Journal of Leadership in Education, 12, 95–114.10.1080/13603120802449678
- McEwan, H., & Egan, K. (Eds.). (1995). Narrative in teaching, learning, and research. New York, NY: Teachers College Press.
- Meadows, D. H. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green Publishing Company.
- Mitra, D. L. (2004). The significance of students: Can increasing ‘student voice’ lead to gains in youth development. Teachers College Record, 106, 651–688.10.1111/tcre.2004.106.issue-4
- Mitra, D. L. (2008). Student voice in school reform: Building youth-adult partnerships that strengthen schools and empower youth. Albany: State University of New York Press.
- Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers college press.
- Panitz, T. (1996). Collaborative vs. cooperative learning: Comparing the two definitions helps understand the nature of interactive learning. Cooperative learning and college teaching, 8, 68–94.
- Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany, NY: State of New York University Press.
- Richardson, L. (1997). Fields of play: Constructing an academic life. New Brunswick, NJ: Rutgers University Press.
- Rolling, J. H. (2004). Figuring myself out: Certainty, injury, and the poststructuralist repositioning of bodies of identity. Journal of Aesthetic Education, 38, 46–58.
- Rolling, J. H. (2006). Who is at the city gates? A surreptitious approach to curriculum-making in art education. Art Education, 59, 40–46.
- Rolling, J. H. (2013a). Swarm intelligence: What nature teaches us about shaping creative leadership. New York, NY: Palgrave Macmillan.
- Rolling, J. H. (2013b). Art as social response and responsibility: Reframing critical thinking in art education as a basis for altruistic intent. Art Education, 66, 6–12.
- Schaafsma, D., & Vinz, R. (2011). Narrative inquiry: Approaches to language and literacy research. New York, NY: Teachers College.
- Scribner, S. P., & Crow, G. M. (2012). Employing professional identities: Case study of a high school principal in a reform setting. Leadership and Policy in Schools, 11, 243–274.10.1080/15700763.2012.654885
- Simmons, C., Graham, A., & Thomas, N. (2015). Imagining an ideal school for wellbeing: Locating student voice. Journal of Educational Change, 16, 129–144.10.1007/s10833-014-9239-8
- Talbert, J. E. (1995). Boundaries of teachers’ professional communities in U. S. high schools: Power and precariousness of the subject department. In L. S. Siskin & J. W. Little (Eds.), The subjects in question. New York, NY: Teachers College Press. Retrieved July 1, 2016, http://www.capecod.net/~TPanitz/Tedspage.
- Taylor, S. J., & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource (3rd ed.). New York, NY: John Wiley & Sons.
- Wieczorek, D. (2017). Principals’ perceptions of public schools’ professional development changes during NCLB. Education Policy Analysis Archives, 25, 1–49.
- Wieczorek, D., & Theoharis, G. (2015). “We’re going to make lemonade out of lemons”: Urban principals, emotion, and Race to the Top implementation. NASSP Bulletin, 99, 281–303.