Developing Rural School Leaders Through Leadership Coaching: A Transformative Approach

References

• Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. San Francisco, CA: Wiley.
   Google Scholar
• Allen, S. J. (2007). Adult learning theory and leadership development. Leadership Review, 7, 26–36.
   Google Scholar
• Barnes, C. A., Camburn, E., Sanders, B. R., & Sebastian, J. (2010). Developing instructional leaders: Using mixed methods to explore the black box of planned change in principals’ professional practice. Educational Administration Quarterly, 46(2), 241–279. doi:10/1177/1094670510361748
   Web of Science ®Google Scholar
• Bauer, S. C., & Brazer, S. D. (2012). Using research to lead school improvement: Turning evidence in action. Washington, DC: Sage.
   Google Scholar
• Baumgartner, L. M. (2001). An update on transformational learning. In S. B. Merriam (Ed.), The new update on adult learning theory (pp. 15–24). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Béteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41, 904–919. doi:10.1016/j.ssresearch.2012.03.003
   PubMed Web of Science ®Google Scholar
• Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and strategies to support principal development. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Bransford, J. D., Brown, A. L., & Cocking, R. C. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
   Google Scholar
• Bredeson, P. V. (2003). Designs for learning: A new architecture for professional development in schools. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Bredeson, P. V., Klar, H. W., & Johansson, O. (2011). Context-responsive leadership: Examining superintendent leadership in context. Educational Policy Analysis Archives, 19(18). Retrieved from http://epaa.asu.edu/ojs/article/view/739.
   Google Scholar
• Browne-Ferrigno, T., & Allen, L. W. (2006). Preparing principals for high-need rural schools: A central office perspective about collaborative efforts to transform school leadership. Journal of Research in Rural Education, 21(1), 1–16.
   Google Scholar
• Bryk, A. S., Gomez, L. M., & Grunow, A. (2010). Getting ideas into action: Building networked improvement communities in education. Stanford, CA: Carnegie Foundation for the Advancement of Teaching. Retrieved from http://www.carnegiefoundation.org/spotlight/webinar-bryk-gomez-building-networkedimprovement-communities-in-education
   Google Scholar
• Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Bush, T. (2010). Leadership development. In T. Bush, L. Bell, & D. Middlewood (Eds.), The principles of educational leadership and management (pp. 112–131). Los Angeles, CA: Sage.
   Google Scholar
• Buskey, F. C., Klar, H. W., Huggins, K. S., & Desmangles, J. K. (2017). Spanning boundaries to enhance rural school leadership: Examining a research-practice partnership co-design team. In M. Reardon & J. Leonard (Eds.), Innovation and implementation in rural places: School-university-community collaboration in education (pp. 57–80). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Chalker, D. M. (2002). Leadership for rural schools: Lessons for all educators. Lanham, MD: Scarecrow Press, Inc.
   Google Scholar
• Clayton, J. K., Sanzo, K. L., & Myran, S. (2013). Understanding mentoring in leadership development: Perspectives of district administrators and aspiring leaders. Journal of Research in Leadership Education, 8(1), 77–96. doi:10.1177/1942775112464959
   Google Scholar
• Coburn, C. E., & Penuel, W. R. (2016). Research-practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54. doi:10.3102/0013189X16631750
   Web of Science ®Google Scholar
• Coburn, C. E., Penuel, W. R., & Geil, K. E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. New York, NY: William T. Grant Foundation. Retrieved from https://files.eric.ed.gov/fulltext/ED568396.pdf
   Google Scholar
• Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E., & Ahtaridou, E. (2011). Successful school leadership: Linking with learning and achievement. New York, NY: McGraw-Hill.
   Google Scholar
• Downes, N., & Roberts, P. (2018). Revisiting the schoolhouse: A literature review on staffing rural, remote and isolated schools in Australia 2004-2016. Australian and International Journal of Rural Education, 28(1), 31–54. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/112
   Google Scholar
• Drago‐Severson, E. (2012). New opportunities for principal leadership: Shaping school climates for enhanced teacher development. Teachers’ College Record, 114(3), 1–44. Retrieved from http://www.tcrecord.org
   PubMed Web of Science ®Google Scholar
• Drago-Severson, E., & Blum-DeStefano, J. (2012). A new approach for new demands: The promise of learning-oriented school leadership. International Journal of Leadership in Education: Theory and Practice, 16(1), 1–33. doi:10/1080/13603124.2012.741265
   Google Scholar
• Duncan, H. (2013). Exploring gender differences in US school principals’ professional development needs at different career stages. Professional Development in Education, 39(3), 293–311. doi:10.1080/19415257.2012.722561
   Google Scholar
• Duncan, H. E., & Stock, M. J. (2010). Mentoring and coaching rural school leaders: What do they need? Mentoring & Tutoring: Partnership in Learning, 18(3), 293–311. doi:10.1080/13611267.2010.492947
   Google Scholar
• Elementary and Secondary Education Act (ESEA). (1965). Public Law No. 89-10.
   Google Scholar
• Enomoto, E. K. (2012). Professional development for rural school assistant principals. Planning and Changing, 43(3/4), 260–279.
   Google Scholar
• Every Student Succeeds Act (ESSA). (2015). Public Law No. 114-95.
   Google Scholar
• Farmer, T., Leung, M., Banks, J., Schaefer, V., Andrews, B., & Murray, R. (2006). Adequate yearly progress in small rural schools and rural low-income schools. The Rural Educator, 27(3), 1–7. Retrieved from http://files.eric.ed.gov/fulltext/EJ783867.pdf
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herter and Herter.
   Google Scholar
• Goff, P., Guthrie, E., Goldring, E., & Bickman, L. (2014). Changing principals’ leadership through feedback and coaching. Journal of Educational Administration, 52(5), 682–704. doi:10.1108/JEA-10-2013-0013
   Google Scholar
• Goldring, E. B., Grissom, J. A., Rubin, M., Rogers, L. K., Neel, M., & Clark, M. A. (2018). A new role emerges for principal supervisors: Evidence from six districts in the principal supervisor initiative. New York, NY: Wallace Foundation. Retrieved from http://www.wallacefoundation.org/knowledge-center/Pages/A-New-Role-Emerges-for-Principal-Supervisors.aspx
   Google Scholar
• Gravett, S. (2004). Action research and transformative learning in teaching development. Educational Action Research, 12(2), 259–272. doi:10.1080/09650790400200248
   Google Scholar
• Grissom, J. A., & Harrington, J. R. (2010). Investing in administrator efficacy: An examination of professional development as a tool for enhancing principal effectiveness. American Journal of Education, 116(4), 583–612. doi:10.1086/653631
   Web of Science ®Google Scholar
• Grogan, M., & Crow, G. M. (2004). Mentoring in the context of educational leadership preparation and development: Old wine in new bottles? Educational Administration Quarterly, 40(4), 463–467. doi:10.1177/0013161X04267107
   Web of Science ®Google Scholar
• Habermas, J. (1971). Knowledge of human interests. Boston, MA: Beacon.
   Google Scholar
• Habermas, J. (1984). The theory of communicative action. Vol. 1: Reason and the rationalization of society (T. McCarthy, Trans.). Boston, MA: Beacon.
   Google Scholar
• Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49, 125–142. doi:10.1108/09578231111116699
   Google Scholar
• Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1) Retrieved from, 5–44. doi:10.1177/0013161X96032001002.
   Web of Science ®Google Scholar
• Halsey, R. J., & Drummond, A. (2014). Reasons and motivations of school leaders who apply for rural, regional and remote locations in Australia. Australian & International Journal of Rural Education, 24(1), 69–77.
   Google Scholar
• Hardwick-Franco, K. G. (2018). Educational leadership is different in the country: What support does the rural school principal need? International Journal of Leadership in Education, 1–15. doi:10.1080/13603124.2018.1450997
   Web of Science ®Google Scholar
• Heck, R., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of Educational Administration, 52(5), 653–681. doi:10.1108/JEA-08-2013-0097
   Google Scholar
• Herman, R., Gates, S. M., Arifkhanova, A., Bega, A., Chavez-Herrerias, E. R., Han, E., … Wrabel, S. L. (2017). School leadership interventions under the every student succeeds act: Evidence review. Santa Monica, CA: Rand Corporation.
   Google Scholar
• Hollingsworth, L., Olsen, D., Asikin-Garmager, A., & Winn, K. M. (2017). Initiating conversation and opening doors: How principals establish a positive building culture to sustain school improvement efforts. Educational Management Administration & Leadership, 1–21. doi:10.1177/1741143217720461
   Web of Science ®Google Scholar
• Honig, M. (2013). From tinkering to transformation: Strengthening school district central office performance. Washington, DC: American Enterprise Institute for Public Policy Research. Retrieved from https://www.aei.org/publication/from-tinkering-to-transformation-strengthening-school-district-central-office-performance/
   Google Scholar
• Honig, M. I. (2012). District central office leadership as teaching: How central office administrators support principals’ development as instructional leaders. Educational Administration Quarterly, 48(4), 733–774. doi:10.1177/0013161X12443258
   Web of Science ®Google Scholar
• Honig, M. I., & Rainey, L. R. (2014). Central office leadership in principal professional learning communities: The practice beneath the policy. Teachers College Record, 116, 1–48.
   Web of Science ®Google Scholar
• Hord, S. M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Lab.
   Google Scholar
• Howley, A., Pendarvis, E., & Woodrum, A. (2005). The rural school principalship: Promises and challenges. Charleston, WV: AEL.
   Google Scholar
• Institute for Educational Leadership. (2005). Preparing leaders for rural schools: Practice and policy considerations. Washington, DC: Author. Retrieved from http://eric.ed.gov/?id=ED493458 (ED493458)
   Google Scholar
• Johnston, W. R., Kaufman, J. H., & Thomson, L. E. (2016). Supervision, mentoring, and professional development for U.S. school leaders: Findings from the American school leader panel. Santa Monica, CA: Rand Corporation.
   Google Scholar
• Kaufman, J. H., Gates, S. M., Harvey, M., Wang, Y., & Barrett, M. K. (2017). What it takes to operate and maintain principal pipelines. Santa Monica, CA: Rand Corporation.
   Google Scholar
• Kelley, C. J., & Shaw, J. J. (2009). Learning first!: A school leader’s guide to closing achievement gaps. Thousand Oaks, CA: Corwin.
   Google Scholar
• Kitchenham, A. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104–123. doi:10.1177/1541344608322678
   Google Scholar
• Klar, H. W., & Brewer, C. A. (2014). Successful leadership in a rural, high-poverty school: The case of County Line Middle School. Journal of Educational Administration, 52(4), 422–445. doi:10.1108/JEA-04-2013-0056
   Google Scholar
• Klar, H. W., Huggins, K. S., Buskey, F. C., Desmangles, J. K., & Phelps-Ward, R. (2018). Developing social capital for collaboration in a research-practice partnership. Journal of Professional Capital & Community, 3(4), 287–305. doi:10.1108/JPCC-01-2018-0005
   Web of Science ®Google Scholar
• Klar, H. W., Huggins, K. S., Hammonds, H. L., & Buskey, F. C. (2015). Fostering the capacity for distributed leadership: A post-heroic approach to leading school improvement. International Journal of Leadership in Education, 19(2), 111–137. doi:10.1080/13603124.2015.1005028
   Web of Science ®Google Scholar
• Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Learning-focused leadership and leadership support: Meaning and practice in urban systems. Seattle: University of Washington Center for the Study of Teaching and Policy. Retrieved from http://www.wallacefoundation.org-/knowledge-center/school-leadership/key-research/Documents/Focused-Leadership-and-Support-in-Urban-Systems.pdf
   Google Scholar
• Kruse, S. D., Louis, K. S., & Bryk, A. S. (1995). An emerging framework for analyzing school-based professional community. In K. S. Louis & S. D. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23–44). Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Kuhn, T. (1962). The structure of scientific revolutions. Chicago, IL: University of Chicago Press.
   Google Scholar
• Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance (second ed.). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Latham, D., Smith, L. F., & Wright, K. A. (2014). Context, curriculum, and community matter: Leadership practices of primary school principals in the Otago Province of New Zealand. Rural Educator, 36(1), 1–12.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: University of Cambridge Press.
   Google Scholar
• Learning Forward (2017). Standards for professional learning. Retrieved from https://learningforward.org/standards-for-professional-learning
   Google Scholar
• Learning Point Associates. (2004). Guide to using data in school improvement efforts. Author. Retrieved from http://wvde.state.wv.us/schoolimprovement/documents/guidebook.pdf
   Google Scholar
• Leithwood, K., & Azah, V. N. (2017). Characteristics of high-performing school districts. Leadership and Policy in Schools, 16(1), 27–53. doi:10.1080/15700763.2016.1197282
   Web of Science ®Google Scholar
• Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–61. doi:10.3102/0013189X15570388
   Web of Science ®Google Scholar
• Lindle, J. C. (2016). Posing questions for leadership development and practice: A coaching strategy for veteran school leaders. International Journal of Leadership in Education, 19(4), 438–463. doi:10.1080/13603124.2015.1041555
   Web of Science ®Google Scholar
• Lindle, J. C., Della Sala, M. R., Reese, K. L., Klar, H. W., & Buskey, F. C. (2017). A logic model for coaching experienced rural leaders: Lessons from year one of a pilot program. Professional Development in Education, 43(10), 121–139. doi:10.1080/19415257.2015.1037927
   Web of Science ®Google Scholar
• Liou, Y., Grigg, J., & Halverson, R. (2014). Leadership and the design of data-driven professional networks in schools. International Journal of Educational Leadership and Management, 2(1), 29–73. doi:10.4471/ijelm.2014.08
   Google Scholar
• Lock, G., Budgen, F., Oakley, G., & Lunay, R. (2012). The loneliness of the long-distance principal: Tales from remote Western Australia. Australian and International Journal of Rural Education, 22(2), 65–77. Retrieved from http://ro.ecu.edu.au/ecuworks2012/760
   Google Scholar
• Logan, J. P. (2014). School leadership through action research. New York, NY: Pearson.
   Google Scholar
• Louis, K. S., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Learning from leadership: Investigating the links to improved student learning. Minneapolis: University of Minnesota, Center for Applied Research and Educational Improvement. Retrieved from http://www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Documents/Investigating-the-Links-to-Improved-Student-Learning.pdf
   Google Scholar
• Louis, K. S., Marks, H., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798. doi:10.3102/00028312033004757
   Web of Science ®Google Scholar
• Manna, P. (2015). Developing excellent school principals to advance teaching and learning: Considerations for state policy. New York, NY: The Wallace Foundation.
   Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Mezirow, J. (1978). Perspective transformation: Women’s re-entry programs in community colleges. New York, NY: Center for Adult Education, Teachers College, Columbia University.
   Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12. doi:10.1002/ace.7401
   Google Scholar
• Mezirow, J. (2000). Learning to think like and adult. In J. Mezirow Associates (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3–33)). San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Miller, J., Graham, L., & Al-Awiwe, A. (2014). Fast track, bush track: Late career female rural school leaders taking the slow road. Australian and International Journal of Rural Education, 24(1), 91–102.
   Google Scholar
• Myran, S., Sanzo, K., & Clayton, J. (2011). The school leadership program communication hub: Building actionable knowledge about improving leadership preparation. International Journal of Educational Leadership Preparation, 6(3), 1–12. Retrieved from http://files.eric.ed.gov/fulltext/EJ974250.pdf (EJ974250)
   Google Scholar
• National Center for Educational Statistics. (2013a). Table A. 1. A.-2 Number of public elementary and secondary schools, by school urban-centric 12-category locale and state or jurisdiction: 2012-13 [data file]. Retrieved from https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-2.asp
   Google Scholar
• National Center for Educational Statistics. (2013b). School locale definitions: Exhibit A: NCES’s urban-centric locale categories. Retrieved from https://nces.ed.gov/surveys/ruraled/definitions.asp
   Google Scholar
• Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts. Adult Education Quarterly, 62(1), 36–55. doi:10.1177/0741713610392768
   Web of Science ®Google Scholar
• Palinscar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375. doi:10.1146/annurev.psych.49.1.345
   PubMed Web of Science ®Google Scholar
• Parylo, O., Zepeda, S. J., & Bengtson, E. (2012). The different faces of principal mentorship. International Journal of Mentoring and Coaching in Education, 1, 120–135. doi:10.1108/09578231211210512
   Google Scholar
• Pijanowski, J. C., Hewitt, P. M., & Brady, K. P. (2009). Superintendents’ perceptions of the principal shortage. NASSP Bulletin, 93(2), 85–95. doi:10.1177/0192636509343963
   Google Scholar
• Preston, J. P., Jakubiec, B. A., & Kooymans, R. (2013). Common challenges faced by rural principals: A review of the literature. Rural Educator, 35(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ1022612.pdf
   Google Scholar
• Reese, K. L., Lindle, J. C., Della Sala, M. R., Knoeppel, R. C., & Klar, H. W. (2015). Mapping the emotions of leadership: Coaching and mentoring leaders in practice. In L. J. Searby & S. K. Brondyk (Eds.), Volume 5: Perspectives in mentoring series: Best practices in mentoring for teacher and leader development (pp. 279–312). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Reiss, K. (2015). Leadership coaching for educators: Bringing out the best in school administrators (2nd ed.). Thousand Oaks, CA: Corwin.
   Google Scholar
• Rhodes, C. (2012). Mentoring and coaching for leadership development in schools. In S. J. Fletcher & C. A. Mullen (Eds.), The SAGE handbook of mentoring and coaching in education (pp. 243–256). Washington, DC: SAGE.
   Google Scholar
• Riley, D., & Meredith, J. (2017). State efforts to strengthen school leadership: Insights from CCSSO action groups. Washington, DC: Policy Studies Associates.
   Google Scholar
• Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through partnership (2nd ed.). Wellington, NZ: New Zealand Council for Educational Research.
   Google Scholar
• Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• School Leaders Network. (2014). Churn: The high cost of principal turnover. Hinsdale, MA: Author.
   Google Scholar
• Searby, L. J. (2010). Preparing future principals: Facilitating the development of a mentoring mindset through graduate coursework. Mentoring & Tutoring: Partnership in Learning, 18(1), 5–22. doi:10.1080/13611260903448292
   Google Scholar
• Semke, C. A., & Sheridan, S. M. (2011). Family-school connections in rural educational settings: A systematic review of the empirical literature. R2EdWorking Paper No. 2011-1, National Center for Research on Rural Education, Lincoln, Nebraska. (Retrieved December 1, 2012, from http://r2ed.unl.edu/workingpapers/2011/2011_1_Semke_Sheridan.pdf
   Google Scholar
• Showalter, D., Klein, R., Johnson, J., & Hartman, S. L. (2017). Why rural matters 2015-2016: Understanding the changing landscape. Washington, DC: Rural School and Community Trust. Retrieved from http://www.ruraledu.org/user_uploads/file/WRM-2015-16.pdf
   Google Scholar
• Silver, M., Lochmiller, C. R., Copland, M. A., & Tripps, A. M. (2009). Supporting school leaders: Findings from a university-based leadership coaching program for new administrators. Mentoring & Tutoring: Partnership in Learning, 17(3), 215–232. doi:10/1080/13611260903050148
   Google Scholar
• Spaulding, D. T., & Falco, J. (2013). Action research for school leaders. New York, NY: Pearson.
   Google Scholar
• Starr, K., & White, S. (2008). The small rural school principalship: Key challenges and cross-school responses. Journal of Research in Rural Education, 23(5), 1–11. Retrieved from http://jrre./psu.edu/articles/23-5.pdf
   Google Scholar
• Stewart, C., & Matthews, J. (2015). The lone ranger in rural education: The small rural school principal and professional development. The Rural Educator, 36(3), 49–60.
   Google Scholar
• Sullivan, K., McConney, A., & Perry, L. B. (2018). A comparison of rural educational disadvantage in Australia, Canada, and New Zealand using OECD’s PISA. Sage Open, 1–12. doi:10.1177/2158244018805791
   Web of Science ®Google Scholar
• Taylor, E. W. (1997). Building upon the theoretical debate: A critical review of the empirical studies of Mezirow’s transformative learning theory. Adult Education Quarterly, 48(1), 34–59. doi:10.1177/074171369704800104
   Web of Science ®Google Scholar
• Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173–191. doi:10.1080/02601370701219475
   Google Scholar
• Taylor, E. W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education, 119, 5–15. doi:10.1002/ace.301
   Google Scholar
• Taylor, E. W., & Cranston, P. (2013). A theory in progress? Issues in transformative learning theory. European Journal for Research on the Education and Learning of Adults, 4(1), 33–47. doi:10.3384/rela.2000-7426.rela5000
   Google Scholar
• Tennant, M. C. (1993). Perspective transformation and adult development. Adult Education Quarterly, 44(1), 34–42. doi:10.1177/0741713693044001003
   Web of Science ®Google Scholar
• Tennant, M. C. (1994). Response to Understanding transformation theory. Adult Education Quarterly, 44(4), 233–242. doi:10.1177/074171369404400404
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
   Google Scholar
• Woodrum, A. (2005). The rural principalship. In A. Howley, E. Pendarvis, & A. Woodrum (Eds.), The rural school principalship: Promises and challenges (pp. 1–24). Charleston, WV: Rowman & Littlefield Education.
   Google Scholar
• Zepeda, S., Parylo, O., & Bengtson, E. (2014). Analyzing principal professional development practices through the lens of adult learning theory. Professional Development in Education, 40(2), 295–315. doi:10/1080/19415257.2013.821667
   Google Scholar
• Zepeda, S. J. (2015). Job‐embedded professional development: Support, collaboration, and learning in schools. New York, NY: Routledge.
   Google Scholar
• Zepeda, S. J., Parylo, O., & Klar, H. W. (2017). Educational leadership for teaching and learning. In D. Waite & I. Bogoch (Eds.), The wiley international handbook of educational leadership (pp. 227–252). Hoboken, NJ: Wiley & Sons.
   Google Scholar