Benchlearning as professional development of school leaders in Norway and Sweden

References

• Aas, M., 2016. Leaders as learners: developing new leadership practices. Professional development, in education, 43 (3), 439–453. doi:10.1080/19415257.2016.1194878.
   Web of Science ®Google Scholar
• Aas, M. and Fluckiger, B., 2016. The role of a group coach in the professional learning of school leaders. Coaching: an international journal of theory, research and practice, 9 (1), 38–52. doi:10.1080/17521882.2016.1143022.
   Google Scholar
• Aas, M. and Vavik, M., 2015. Group coaching: a new way of constructing leadership identity? School leadership & management: formerly school organisation, 35 (3), 251–265. doi:10.1080/13632434.2014.962497.
   Web of Science ®Google Scholar
• Argyris, C. and Schön, D.A., 1978. Organizational learning a theory of action perspective. Reading, Mass.: Addison-Wesley.
   Google Scholar
• Bandura, A., 1977. Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84 (2), 191–215. 10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Bandura, A., 1997. Self-efficacy: the exercise of control. New York, NY: Freeman.
   Google Scholar
• Britton, J.J., 2010. Effective group coaching. tried and tested tools and resources for optimum coaching results. Hoboken, NJ, USA: John Wiley&Son.
   Google Scholar
• Bush, T., 2009. Leadership development and school improvement: contemporary issues in leadership development. Educational Review, 61 (4), 375–389. doi:10.1080/00131910903403956.
   Web of Science ®Google Scholar
• Clarke, S. and Wildy, H., 2011. Providing professional sustenance for leaders of learning: the glass half full? In: T. Townsend and J. MacBeath, eds. International handbook of leadership for learning. Dordrecht: Springer, 673–690. 10.1007/978-94-007-1350-5
   Google Scholar
• Cochran-Smith, M. and Lytle, S.L., 1999. Relationship of knowledge and practice: teacher learning in communities. In: A. Iran-Nejad and C.D. Pearson, eds. Review of research in education. vol 24. Washington DC: American Research Association, 249–306.
   Google Scholar
• Darling-Hammond, L., et al., 2007. Preparing school leaders for a changing world: lessons from exemplary leadership development program. Stanford, CA. Available from: https://seli.stanford.edu
   Google Scholar
• Dempster, N., Lovett, S., and Fluckiger, B., 2011. Literature review: strategies to develop school leadership. Melbourne: The Australian Institute for Teaching and School Leadership.
   Google Scholar
• Den Hartog, D.N. and Belschak, F.D., 2012. When does transformational leadership enhance employee proactive behavior? the role of autonomy and role breadth self-efficacy. Journal of applied psychology, 97 (1), 194–202. doi:10.1037/a0024903.
   PubMed Web of Science ®Google Scholar
• Fairclough, N., 2003. Analysing discourse. textual analysis for social research. London and New York: Routledge.
   Google Scholar
• Federici, R. and Skaalvik, E., 2011. Principal self-efficacy and work engagement: assessing a Norwegian principal self-efficacy scale. Social psychology of education, 14 (4), 575–600. doi: 10.1007/s11218-011-9160-4.
   Web of Science ®Google Scholar
• Federici, R. and Skaalvik, E., 2012. Principal self-efficacy: relations with burnout, job satisfaction and motivation to quit. Social Psychology of Education, 15 (3), 295–320. doi: 10.1007/s11218-012-9183-5.
   Web of Science ®Google Scholar
• Fluckiger, B., Lovett, S. and Dempster, N., 2014. Judging the quality of school leadership learning programmes: an international search. Professional development in education, 40 (4), 561–575. doi: 10.1080/19415257.2014.902861.
   Google Scholar
• Flückiger, B., et al., 2016. The potential of group coaching for leadership learning. Professional development in education, 43 (4), 612–629. doi:10.1080/19415257.2016.1223736.
   Google Scholar
• Goff, P., et al., 2014. Changing principals’ leadership through feedback and coaching. Journal of educational administration, 52 (5), 682–704. doi: 10.1108/JEA-10-2013-0113.
   Google Scholar
• Gornall, S. and Burn, M., 2013. Coaching and learning in schools: a practical guide. London: SAGE.
   Google Scholar
• Grant, A.M. and Cavanagh, M.J., 2004. Toward a profession of coaching. Sixty-five years of progress and challenges for the future. International Journal of Evidence Based Coaching and Mentoring, 2 (1), 1–16.
   Google Scholar
• Grønmo, S., 2004. Samfunnsvitenskapelig metode [Social science method]. Bergen: Fagbokforlaget.
   Google Scholar
• Hallinger, P., 2011. Leadership for learning: lessons from 40 years of empirical research. Journal of educational administration, 49 (2), 125–142. 10.1108/09578231111116699
   Google Scholar
• Hallinger, P. and Heck, R.H., 2010. Leadership for learning: does collaborative leadership make a difference in school improvement? Educational management administration & leadership, 38 (6), 654–678. doi: 10.1177/1741143210379060.
   Web of Science ®Google Scholar
• Hargrove, R.A., 2008. Masterful coaching. 3rd ed. San Francisco: Jossey-Bass Pfeiffer.
   Google Scholar
• Heck, R.H. and 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
• Huber, S.G., 2010. New approaches in preparing school leaders. In: P. Peterson, E. Baker and B. McGaw, eds. International encyclopedia of education. Oxford: Elsevier, Vol. 4, 752–761. 10.1016/B978-0-08-044894-7.00460-7
   Google Scholar
• Huber, S.G., 2011. Leadership for learning - learning for leadership: the impact of professional development. In: T. Townsend and J. MacBeath, eds. Springer international handbook of leadership for learning. Springer international handbooks of education 25. Dordrecht: Springer, 635–652. 10.1007/978-94-007-1350-5
   Google Scholar
• Huff, J., Preston, C., and Goldring, E., 2013. Implimentation of a coaching program for school principals: evaluating coaches’ strategies and results. Management, administration and leadership, 41, 504–526. doi: 10.1177/1741143213485467.
   Web of Science ®Google Scholar
• Hunzicker, J., 2011. Effective professional development for teachers: a checklist. Professional development in education, 37 (2), 177–179. 10.1080/19415257.2010.523955
   Google Scholar
• Kolb, D.A., 1984. Experiential learning experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice-Hall.
   Google Scholar
• Lovett, S., Dempster, N. and Flückiger, B., 2015. Personal agency in ledership learning using an Australian heuristic. Professional Development in Education, 41 (1), 127–143. doi: 10.1080/19415257.2014.891532.
   Web of Science ®Google Scholar
• Mavrogordato, C. and Cannon, M., 2009. Coaching principals: a model for leadership development. Paper presented at the annual meeting of the University Council of Educational Administration, Anaheim, CA.
   Google Scholar
• McCormick, M.J., 2001. Self-Efficacy and leadership effectiveness: applying social cognitive theory to leadership. Journal of leadership & organizational studies, 8 (1), 22–33. doi: 10.1177/107179190100800102.
   Google Scholar
• McKinsey & Company, 2010. Capturing the leadership premium: how the world’s top school systems are building leadership capacity for the future (Publication no). Available from: https://mckinseyonsociety.com/downloads/reports/Education/schoolleadership_final.pdf [Accessed 9 February 2015]
   Google Scholar
• Møller, J., 2009. Approaches to school leadership in Scandinavia. Journal of educational administration and history, 41 (2), 165–177.
   Google Scholar
• Møller, J. and Skedsmo, G., 2013. Modernizing education – NPM reform in the Norwegian education system. Journal of educational administration and history, 45 (4), 336–353.
   Google Scholar
• Nihlfors, E. and Johansson, O., 2013. Rektor – en stark länk i styrningen av skolan [The principal – a strong link in school governance]. Stockholm: SNS förlag.
   Google Scholar
• OECD, 2008. Improving school leadership: policy and practice. Paris: Organisation for Economic Cooperation and Development.
   Google Scholar
• OECD, 2013a. Innovative learning environments. Paris: OECD Publishing.
   Google Scholar
• OECD, 2013b. Leadership for 21st century learning, educational research and innovation. Paris: OECD Publishing.
   Google Scholar
• Robertson, J., 2013. Learning leadership. Leading and managing, 19 (2), 54–69.
   Google Scholar
• Robertson, J., 2016. Coaching leadership: building educational leadership capacity through coaching partnerships. 2nd ed. Wellington: NZCER PRESS.
   Google Scholar
• Robertson, J. and Earl, L.M., 2014. Leadership learning: aspiring principals developing the dispositions that count. Journal of of educational leadership, policy and practice, 29 (2), 3–17.
   Google Scholar
• Robinson, V.M.J., 2010. From instructional leadership to leadership capabilities: empirical findings and methodological challenges. Leadership and policy in schools, 9 (1), 1–26. 10.1080/15700760903026748
   Google Scholar
• Robinson, V.M.J., Hohepa, M., and Lloyd, C., 2009. School leadership and student outcomes: identifying what works and why. best evidence synthesis iteration. Wellington: Ministry of Education.
   Google Scholar
• Skott, P., 2013. Att leda inom ramen för olika huvudmannaskap [To lead within the frame of different mandatorship]. In: O. Johansson and L. Svedberg, eds. Att leda mot skolans mål [To lead towards the school objectives]. Gleerups: Falkenberg.
   Google Scholar
• Stoll, L., 2007. Professional learning communities: elaborating new approaches. In: L. Stoll and K.S. Louis, eds. Professional learning communities: divergence, depth and dilemmas. Maidenhead: McGraw-Hill/Open University Press, 1–14.
   Google Scholar
• Thornton, C., 2010. Group and team coaching. The Essential Guide New York: Routledge.
   Google Scholar
• Tolhurst, J., 2010. The essential guide to coaching and mentoring. 2nd ed. Harlow, UK: Pearson Education.
   Google Scholar
• Tschannen-Moran, M. and Gareis, C.R., 2004. Principals’ sense of efficacy: assessing a promising construct. Journal of educational administration, 42 (5), 573–585. doi:10.1108/09578230410554070.
   Google Scholar
• Versland, T., 2009. Self-efficacy development of aspiring principals in education leadership preparation programs. (Unpublished doctoral dissertation), Montana State University, Bozeman, MT. ( UMI Number 3350325).
   Google Scholar
• Webster-Wright, A., 2009. Reframing professional development through understanding authentic professional learning. Review of educational research, 79 (2), 702–739. doi:10.3102/0034654308330970.
   Web of Science ®Google Scholar