Characteristics of High-Performing School Districts

References

• Bandura, A. (1981). In search of pure unidirectional determinants. Behavior Therapy, 12(1), 30–40. doi:10.1016/S0005-7894(81)80104-9
   Web of Science ®Google Scholar
• Barber, M. (2010). How government, professions and citizens combine to drive successful educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 261–278). Dordrecht, The Netherlands: Springer.
   Google Scholar
• Bransford, J., & Vye, N. (2008). District reform and the learning sciences: Issues and opportunities. American Journal of Education, 114, 665–672. doi:10.1086/589318
   Web of Science ®Google Scholar
• Childress, S., Elmore, R., Grossman, A., & Johnson, S. M. (Eds.). (2007). Managing school districts for high performance. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Chingos, M., Whitehurst, G., & Gallaher, M. (2013). School districts and student achievement. The Brown Center on Education Policy, The Brookings Institution.
   Google Scholar
• Coffin, G., & Leithwood, K. (2006). District contributions to principals’ situated learning. In K. Leithwood (Ed.), Understanding schools as intelligent systems (pp. 19–38). Stamford, CT: JAI Press.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Desimone, L. M. (2006). Consider the sources: Response differences among teachers, principals and districts on survey questions about their education policy environment. Educational Policy, 20(4), 640–676. doi:10.1177/0895904805284056
   Web of Science ®Google Scholar
• Elmore, R., & Burney, D. (1998). Continuous improvement in Community District #2, New York City. Retrieved from www.lrdc.pitt.edu/hplc/hplc.html.
   Google Scholar
• Fink, E., & Resnick, L. B. (1999). Developing principals as instructional leaders. Retrieved from www.lrdc.pitt.edu/hplc/hplc.html.
   Google Scholar
• Florian, J. (2000). Sustaining educational reform: Influential factors. Retrieved from www.mcrel.org.
   Google Scholar
• Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College 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(1), 5–44.
   Web of Science ®Google Scholar
• Hattie, J. (2009). Visible learning. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
   Google Scholar
• Huber, G. (1991). Organizational learning: The contributing processes and literatures. Organizational Science, 2, 88–115. doi:10.1287/orsc.2.1.88
   Web of Science ®Google Scholar
• Knapp, M. (2008). How can organizational and sociocultural learning theories shed light on district instructional reform. American Journal of Education, 114, 521–536. doi:10.1086/589313
   Web of Science ®Google Scholar
• Ladd, H. (1996). Holding schools accountable. Washington, DC: The Brookings Institute.
   Google Scholar
• Land, D. (2002). Local school boards under review: Their role and effectiveness in relation to students’ academic achievement. Review of Educational Research, 72, 229–278. doi:10.3102/00346543072002229
   Web of Science ®Google Scholar
• Langer, J. A. (2000). Excellence in English in middle and high school: How teachers’ professional lives support student achievement. American Educational Research Journal, 37(2), 397–439.
   Web of Science ®Google Scholar
• Leithwood, K., (2010). A review of evidence about the characteristics of high performing school districts. Leadership and Policy in Schools, 9(3), 245–291.
   Google Scholar
• Leithwood, K. (2012). The Ontario leadership framework with a discussion of research foundations. Toronto, ON: Institute for Educational Leadership.
   Google Scholar
• Leithwood, K. (2013, June). Strong districts and their leadership. Toronto, Canada: A paper commissioned by the Council of Ontario Directors of Education.
   Google Scholar
• Leithwood, K., Harris, A., & Strauss, T. (2010). Leading school turnaround: How successful leaders transform low-performing schools. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Leithwood, K., & McCullough, C. (2015). De-mystifying effective district leadership: A seven-year CODE, IEL, MOE Collaboration. The OPC Register.
   Google Scholar
• Leithwood, K., Patten, S., & Jantzi, D. (2010). Testing a conception of how leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706. doi:10.1177/0013161X10377347
   Web of Science ®Google Scholar
• Leithwood, K., Strauss, T., & Anderson, S. E. (2007). How districts develop school leader efficacy. Journal of School Leadership, 17(6), 735–770.
   Google Scholar
• Levin, B. (2008). How to change 5000 schools: A practical and positive approach for leading change at every level. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Linn, R. (2003). Accountability: Responsibility and reasonable expectations. Educational Researcher, 32(7), 3–13. doi:10.3102/0013189X032007003
   Google Scholar
• McLaughlin, M. & Talbert, J. (2003). Reforming districts: How districts support school reform. Retrieved from http://depts.washington.edu/ctpmail/Reports.html#Reforming.
   Google Scholar
• Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. London, UK: McKinsey & Company.
   Google Scholar
• Orr, T., & Orphanus, S. (2011). How graduate-level preparation influences the effectiveness of school leaders: A comparison of the outcomes of exemplary and conventional leadership preparation programs for principals. Educational Administration Quarterly, 47(1), 18–70. doi:10.1177/0011000010378610
   Web of Science ®Google Scholar
• Perkins, D., & Salomon, G. (1992). Transfer of learning - Metacognitive strategies. In N. Postelthwaite & T. Husen (Eds.), The International Encyclopedia of Education (2nd ed.). Oxford, UK: Pergamon Press.
   Google Scholar
• Rorrer, A., Skrla, L., & Scheurich, J. (2009). Districts as institutional actors in educational reform. Educational Administration Quarterly, 44, 307–358. doi:10.1177/0013161X08318962
   Web of Science ®Google Scholar
• Saatcioglu, A., Moore, S., Sargut, G., & Bajaj, A. (2011). The role of school board social capital in district governance: Effects on financial and academic outcomes. Leadership and Policy in Schools, 10(1), 1–42. doi:10.1080/15700760903511780
   Google Scholar
• Skrla, L., & Scheurich, J. J. (2001). Displacing deficit thinking in school district leadership. Education and Urban Society, 33(3), 235–59.
   Web of Science ®Google Scholar
• Skrla, L., Scheurich, J. J., & Johnson, J. F. (2000). Equity-driven achievement-focused school districts. Retrieved from http://www.utdanacenter.org.
   Google Scholar
• Snipes, J., Doolittle, F., & Herlihy, C. (2002). Foundations for success: Case studies of how urban school systems improve student achievement. Retrieved from http://www.mdrc.org/publications/47/full.pdf.
   Google Scholar
• Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308–338. doi:10.1108/EUM0000000005493
   Google Scholar
• Weick, K. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage Publications Inc.>
   Google Scholar