Measuring the Learning-Centered Leadership Expertise of School Principals

REFERENCES

• Anderson , J. R. 1983 . The architecture of cognition , Cambridge, MA : Harvard University Press .
   Google Scholar
• Anderson , J. R. , Reder , L. M. and Simon , H. A. 1997 . Situative versus cognitive perspectives'. Form versus substance . Educational Research , 26 ( 1 ) : 18 – 21 .
   Google Scholar
• Argyris , C. and Schon , D. 1978 . Organizational learning: A theory of action perspective , Reading, MA : Addison-Wesley .
   Google Scholar
• Bagozzi , R. , Yi , R. and Phillips , L. 1991 . Assessing construct validity in organizational research . Administrative Science Quarterly , 36 : 421 – 458 .
   Google Scholar
• Barnard , C. 1938 . The functions of the executive , Cambridge, MA : Harvard University Press .
   Google Scholar
• Borko , H. and Livingston , C. 1989 . Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers . American Educational Research Journal , 26 : 473 – 498 .
   Google Scholar
• Brenninkmeyer, L. D., & Spillane, J. P. (2003). Expertise and subject matter influence on problem solving strategy http://www. sesp.northwestern.edu/docs/expsubBRESPI.pdf (Accessed: 21 October 2007 ).
   Google Scholar
• Brenninkmeyer , L. D. and Spillane , J. P. . Instructional leadership: How expertise and subject matter influence problem-solving strategy . Paper presented at the annual meeting of the American Educational Research Association . San Diego. April , pp. 12 – 15 .
   Google Scholar
• Bryk, A. S., & Driscoll, M. E. (1988). The school as community: Theoretical foundations, contextual influences, and consequences for students and teachers. Madison, WI: Center on Effective Secondary Schools, University of Wisconsin.
   Google Scholar
• Brophy , J. and Good , T. 1986 . “ Teacher behavior and student achievement ” . In Handbook of research on teaching , Edited by: Wittrock , M. 340 – 370 . New York : Macmillan .
   Google Scholar
• Camburn , E. and Barnes , C. 2004 . Assessing the validity of a language arts instruction log through triangulation . Elementary School Journal , 105 : 49 – 73 .
   Google Scholar
• Carter , T. P. and Maestas , L. C. 1982 . Bilingual education that works: Effective schools for Spanish speaking children , Report submitted to the California State Department of Education .
   Google Scholar
• Ericsson , K. A. , Charness , N. , Feltovich , P. J. and Hoffman , R. R. 2006 . The Cambridge handbook of expertise and expert performance , New York : Cambridge University Press .
   Google Scholar
• Eubanks , E. E. and Levine , D. U. 1983 . A first look at effective schools projects in New York City and Milwaukee . Phi Delta Kappan , 64 ( 1 ) : 697 – 702 .
   Google Scholar
• Goldring , E. B. and Berends , M. 2008 . Leading with data: Pathways to improve your school , Thousand Oaks, CA : Corwin Press .
   Google Scholar
• Goldring , E. B. and Rallis , S. 2000 . Principals of dynamic schools: Taking charge of change , 2nd , Newbury Park, CA : Corwin/Sage .
   Google Scholar
• Goldring , E. B. and Vye , N. 2004 . “ We must model how we teach: Learning to lead with compelling models of professional development ” . In Educational administration, policy and reform , Edited by: Hoy , W. and Miskel , C. 189 – 218 . Greenwich, CT : IAP .
   Google Scholar
• Hallinger , P. and Heck , R. H. 1996 . Reassessing the principal's role in school effectiveness: A review of empirical research, 1980–1995 . Educational Administration Quarterly , 32 ( 1 ) : 5 – 44 .
   Google Scholar
• Hallinger , P. and Murphy , J. F. 1987 . Assessing and developing principal instructional leadership . Educational Leadership , 45 : 54 – 61 .
   Google Scholar
• Heck , R. 1992 . Principals' instructional leadership and school performance: Implications for policy development . Educational Evaluation and Policy Analysis , 14 ( 1 ) : 21 – 34 .
   Google Scholar
• Heck , R. , Larse , T. and Marcoulides , G. 1990 . Instructional leadership and school achievement: Validation of a causal model . Educational Administration Quarterly , 26 : 94 – 125 .
   Google Scholar
• Heck , R. H. and Marcoulides , G. A. 1991 . Principal instructional leadership and school achievement: The application of discriminant techniques . School Effectiveness and School Improvement , 2 ( 2 ) : 115 – 135 .
   Google Scholar
• Howells , J. 1995 . Tacit knowledge and technology transfer , University of Cambridge, U.K . Working paper No. 16, ESRC Centre for Business Research and Judge Institute of Management Studies
   Google Scholar
• Hill , H. , Schilling , S. and Ball , D. 2004 . Developing measures of teachers' mathematics knowledge for teaching . Elementary School Journal , 105 : 11 – 30 .
   Google Scholar
• Knapp , M. S. , Copland , M. and Talbert , J. 2003 . Leading for learning: Reflective tools for school and district leaders , Seattle : Center for the Study of Teaching and Policy, University of Washington .
   Google Scholar
• Knapp , M. S. , Shields , P. M. and Turnbull , B. J. 1992 . Academic challenges for the children of poverty: Summary report , Washington, DC : U.S. Department of Education .
   Google Scholar
• Lampert , M. and Ball , D. 1998 . Teaching, multimedia, and mathematics: Investigations of real practice , New York : Teachers College Press . The practitioner inquiry series
   Google Scholar
• Lee , V. E. , Smith , J. B. and Croninger , R. G. 1995 . Another look at high school restructuring: More evidence that it improves student achievement and more insights into why , Madison, WI : Center on Organization and Restructuring of Schools .
   Google Scholar
• Leithwood , K. , Begley , P. T. and Cousins , J. B. 1992 . Developing expert leadership for future schools , London : Falmer Press .
   Google Scholar
• Leithwood , K. and Jantzi , D. 2005 . A review of transformational school leadership research, 1996–2005 . Review of Educational Research , 52 ( 3 ) : 309 – 339 .
   Google Scholar
• Leithwood , K. , Seashore Louis , K. , Anderson , S. and Wahlstrom , K. 2004 . How leadership influences student learning , New York : Wallace Foundation .
   Google Scholar
• Leithwood , K. A. and Stager , M. . Paper presented at the annual American Education Research Association conference in San Francisco . CA. Differences in problem-solving processes by moderately and highly effective principals ,
   Google Scholar
• Leithwood , K. A. and Stager , M. 1989 . Expertise in principals' problem solving . Educational Administration Quarterly , 25 ( 2 ) : 126 – 161 .
   Google Scholar
• Leithwood , K. and Steinbach , R. 1993 . “ The relationship between variations in patterns of school leadership and group problem-solving processes ” . In Cognitive perspectives on educational leadership , Edited by: Hallinger , P. , Leithwood , K. and Murphy , J. 103 – 129 . New York : Teachers College Press .
   Google Scholar
• Leithwood , K. and Steinbach , R. 1995 . Expert problem solving: Evidence from school and district leaders , Albany : State University of New York Press .
   Google Scholar
• Levine, A. (2005). Educating school leaders. The Education Schools Project. Retrieved January 13, 2006, from http://www.edschools.org/pdf/Final313.pdf
   Google Scholar
• Louis , K. S. , Marks , H. and Kruse , S. 1996 . Teachers' professional community in restructuring schools . American Educational Research Journal , 33 ( 4 ) : 757 – 798 .
   Google Scholar
• McCarthy , M. 1999 . “ The evolution of educational leadership preparation programs ” . In Handbook of research on educational administration , Edited by: Murphy , J. and Louis , K. S. 119 – 139 . San Francisco, CA : Jossey-Bass .
   Google Scholar
• Murphy , J. 2003 . Reculturing educational leadership: The ISLLC standards ten years out , Fairfax, VA : The National Policy Board for Educational Administration .
   Google Scholar
• Murphy , J. , Elliott , S. N. , Goldring , E. B. and Porter , A. C. 2006 . Learning-centered leadership: A conceptual foundation , New York : The Wallace Foundation .
   Google Scholar
• Murphy , J. and Shipman , N. 1999 . The Interstate Leaders Licensure Consortium: A standards-based approach to strengthening educational leadership . Journal of Personnel Evaluation in Education , 13 ( 3 ) : 205 – 224 .
   Google Scholar
• National Policy Board for Educational Administration . 2000 . Collaborative professional development process for school leaders , Washington, DC: The Interstate School Leaders Licensure Consortium .
   Google Scholar
• Newmann , F. M. 1998 . “ How secondary schools contribute to academic success ” . In The adolescent years: Social influences and educational challenges. Ninety-seventh yearbook of the National Society for the Study of Education , Edited by: Borman , K. and Schneider , B. 88 – 108 . Chicago : University of Chicago Press .
   Google Scholar
• Richards, D., & Busch, P. A. (2005). Measuring, formalizing and modeling tacit knowledge. Retrieved January 29, 2006, from http://www.comp.mq.edu.au/∼richards/papers/1514-138.pdf (www.comp.mq.edu.au/~richards/papers/1514-138.pdf)
   Google Scholar
• Ryle , G. 1949 . The concept of mind , London : Hutchinson of London .
   Google Scholar
• Schon , D. A. 1987 . Educating the reflective practitioner: Toward a new design for teaching and learning in the professions , San Francisco, CA : Jossey-Bass .
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.
   Google Scholar
• Smith , E. 2001 . The role of tacit and explicit knowledge in the workplace . Journal of Knowledge Management , 5 : 311 – 321 .
   Google Scholar
• Smylie, M. A., Bennett, A., Konkol, P., & Fendt, C. R. (2005). What do we know about leaders? A look at existing research and next steps for new study. In W. Firestone & C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 138–155). New York: Teachers College Press.
   Google Scholar
• Spillane , J. 2006 . Distributed leadership , San Francisco, CA : John Wiley & Sons .
   Google Scholar
• Spillane , J. , Weitz White , K. and Stephan , J. in press . School principal expertise: Putting expert-aspiring principal differences in problem solving processes to the test . Leadership and Policy in Schools , 8 ( 2 )
   Google Scholar
• Stein , M. and Nelson , B. 2005 . Leadership content knowledge . Educational Evaluation and Policy Analysis , 25 ( 4 ) : 423 – 448 .
   Google Scholar
• Sternberg , R. J. 1991 . Tacit knowledge inventory for managers , San Antonio, TX : The Psychological Corporation .
   Google Scholar
• Sternberg, R. J., & Grigorenko, E. L. (2001). Practical intelligence and the principal http://www.temple.edu/lss/pdf/publications/pubs2001-2.pdf (Accessed: July 29, 2007 from ).
   Google Scholar
• Torff , B. and Sternberg , R. 1998 . “ Changing mind, changing world: Practical intelligence and tacit knowledge in adult learning ” . In Adult learning and psychology , Edited by: Smith , M. and Pourchot , T. 109 – 126 . Mahwah, NJ : Lawrence Erlbaum Associates .
   Google Scholar
• Tucker , M. S. and Codding , J. B. , eds. 2002 . The principal challenge: Leading and managing schools in an era of accountability , San Francisco, CA : Jossey-Bass .
   Google Scholar
• Wagner , R. K. 1987 . Tacit knowledge in everyday intelligent behavior . Journal of Personality and Social Psychology , 52 : 1236 – 1247 .
   Google Scholar
• Wagner , R. K. and Sternberg , R. J. 1985 . Practical intelligence and real-world pursuits: The role of tacit knowledge . Journal of Personality and Social Psychology , 49 : 436 – 458 .
   Google Scholar
• Williams , W. H. and Sternberg , R. J. unpublished . Success acts for managers , Ithaca, NY : Department of Human Development, Cornell University .
   Google Scholar