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Review

Fifteen Years of Publication: Leadership and Policy in Schools and Its Scholarly Contribution Since Its Foundation

References

  • (*) represents articles reviewed from LPS.
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  • *Eacott, S., & Norris, J. (2014). Managerial rhetoric, accountability, and school leadership in contemporary Australia. Leadership and Policy in Schools, 13(2), 169–187. doi:10.1080/15700763.2014.901395
  • English, F. W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, IL: Charles C. Thomas.
  • *Firestone, W. A., Hayes, B. F., Robinson, M. N., & Shalaby, C. (2008). Professional development for instruction and student learning? A new state policy for administrators. Leadership and Policy in Schools, 7(2), 119–153. doi:10.1080/15700760701682130
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  • *Flessa, J. J. (2012). Principals as middle managers: School leadership during the implementation of primary class size reduction policy in Ontario. Leadership and Policy in Schools, 11(3), 325–343. doi:10.1080/15700763.2012.692429
  • *Giles, C. (2006). Transformational leadership in challenging urban elementary schools: A role for parent involvement? Leadership and Policy in Schools, 5(3), 257–282. doi:10.1080/15700760600805865
  • Glass, T. (2004). The history of educational administration viewed through its textbooks. Lanham, MD: Scarecrow Education.
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  • *Gonzalez, M., Glasman, N. S., & Glasman, L. D. (2002). Daring to link principal preparation programs to student achievement in schools. Leadership and Policy in Schools, 1(3), 265–283. doi:10.1076/lpos.1.3.265.7889
  • *Gronn, P., & Hamilton, A. (2004). “A bit more life in the leadership”: Co-principalship as distributed leadership practice. Leadership and Policy in Schools, 3(1), 3–35.
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  • *Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221–239. doi:10.1080/15700760500244793
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