Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
anderson, R., & Dexter, S. 2005. School technology leadership: An empirical investigation of prevalence and effect. Educational Administration Quarterly, 41(1), 49–82.
Antonakis, J., & House, R. J. (2002). An analysis of the full-range leadership theory: The way forward. In B. Avolio & F. Yammarino (Eds.), Transformational and charismatic leadership: The road ahead (pp.3–33). Amsterdam: JAI Press.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
Begley, P. (1988). The influence of values on principals problem solving. Toronto: University of Toronto, Unpublished doctoral dissertation.
Begley, P., & Johansson, O. (Eds.). (2003). The ethical dimensions of school leadership. Dordrecht, The Netherlands: Kluwer.
Biddle, B. J., & Dunkin, M. J. (1987).Effects of teaching. In M. J. Dunkin (Ed.), The international encyclopedia of teaching and teacher education (pp.119–124). Oxford: Pergamon Press.
Brooks, J. S., Scribner,J. P., & Eferakorho, J. (2004). teacher leadership in the context of whole school reform. Journal of School Leadership, 14, 242–265.
Brophy, J. (n.d.). Teaching: A special report presented by the laboratory for student success. Philadelphia, PA: The Mid-Atlantic Regional Educational Laboratory, Temple University.
Bryk, A., Holland, P., Lee, V., & Carriedo, R. (1984). Effective catholic schools: An exploration. Washington, DC: National Catholic Educational Association.
Bryman, A. (2004). Qualitative research on leadership: A critical but appreciative review. The Leadership Quarterly, 15(6), 729–769.
Bryman, A., Stephens, M., & Campo, C. (1996). The importance of context: Quantitative research and the study of leadership. Leadership Quarterly, 7(3), 353–370.
Campbell-Evans, G. (1988). Nature and influence of values in principals’ decision making. Toronto: University of Toronto, Unpublished doctoral dissertation.
Conger, C., & Kanungo, R. (1998). Charismatic leadership in organizations. Thousand Oaks, CA: Sage.
Conley, S. (1991). Review of research on teacher participation in school decision making. In G. Grant (Ed.), Review of research in education 17.lWashinton, DC: American Education Research Association.
Council of Chief School State Officers. (1996). Interstate school leaders licensure consortium. Washington, DC: Council of Chief School State Officers.
Dannetta, V. (2002). What factors influence a teacher’s commitment to student learning? Leadership and Policy in Schools, 1(2), 144–171.
Deal, T. (2005). Poetical and political leadership. In B. Davies (Ed.), The essentials of school leadership (pp.110–121). Thousand Oaks, CA: Sage.
Glass, G. V. (2002). Teacher characteristics. In A. Molnar (Ed.), School reform proposals: The research evidence (pp.95–112). Greenwich, CT: Information Age Publishing.
Goddard, R., Hoy, W., & Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership. Boston, MA: Harvard Business School Press.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
Hallinger, P. (2001). The principal’s role as instructional leader: A review of studies using the "Principal Instructional Management Scale". Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–351.
Hallinger, P., Bickman, L., & Davis, K. (2000). School context, principal leadership and student achievement. Elementary School Journal, 96(5), 498–518.
Hallinger, P.,& Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, vc32(1), 5–44.
Hallinger, P., & Heck, R. (1999). Next generation methods for the study of leadership and school improvement. In J. Murphy & K. Louis (Eds.), Handbook of research on educational administration (2nd ed., pp.141–162). San Francisco: Jossey-Bass.
Hargreaves, A., & Fink, D. (2004). The seven principles of sustainable leadership. Educational Leadership, 61(7), 8–13.
Howley, C. (2002). Small schools. In A. Molnar (Ed.), School reform proposals: The research evidence (pp.49–78). Greenwich, CT: Information Age Publishing.
Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge: How to keep getting extraordinary things done in organizations (Revised ed.). San Francisco: Jossey-Bass.
Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498–518.
Leithwood, K., Day, C., Sammons, P., Harris, A. and Hopkins, D. (2006). Seven Strong Claims about Successful School Leadership. Nottingham: DfES/NCSL.
Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35(Supplemental), 679–706.
Leithwood, K., & Jantzi, D. (2000). The transformational school leadership survey. Toronto: OISE/University of Toronto.
Leithwood, K., & Jantzi, D. (2005). A review of transformational school literature research 1996–2005.Paper presented at the annual meeting of the American Educational Research Association, Montreal,QC.
Leithwood K, Day C, Sammons P, Harris A and Hopkins D (2006) Seven Story Claims about Successful School Leadership, NSungham, DFES/NCSL
Leithwood, K., Jantzi, D., & McElheron-Hopkins, C. (2006) 17(4), 441–464.The development and testing of a school improvement model. School Effectiveness and School Improvement.
Leithwood, K., & Levin, B. (2005). Understanding leadership effects on pupil learning. Toronto: Paper prepared for the UK Department of Skills and Education.
Leithwood, K., & Riehl, C. (2005). What we know about successful school leadership. In W. Firestone& C. Riehl (Eds.), A new agenda: Directions for research on educational leadership (pp.22–47). New York: Teachers College Press.
Leithwood, K., & Steinbach, R. (1995). Expert problem solving: Evidence from school and district leaders. Albany, NY: SUNY Press.
Lord, R. G., & Maher, K. J. (1993). Leadership and information processing. London: Routledge.
Louis, K., & Kruse, S. (1995). Professionalism and community: Perspectives on reforming urban schools. Newbury Park, CA: Corwin Press.
Meindl, J. R. (1995). The romance of leadership as a follower-centric theory: A social constructionist approach. Leadership Quarterly 6(3), 329–342.
Murphy, J., & Datnow, A. (2003). Leadership lessons from comprehensive school reform designs. In J.Murphy & A. Datnow (Eds.), Leadership lessons from comprehensive school reforms (pp.263–278). Thousand Oaks, CA: Corwin Press.
Nicolaidou, M., & Ainscow, M. (2005). Understanding failing schools: Perspectives from the inside. School Effectiveness and School Improvement, 16(3), 229–248.
Peters, M. (1992). Performance indicators in New Zealand higher education: Accountability or control? Journal of Education Policy, 7(3), 267–283.
Popper, M., & Mayseless, O. (2002). Internal world of transformational leaders. In B. Avolio & F.Yammarino (Eds.), Transformational and charismatic leadership: The road ahead (pp.203–230). Oxford: Elsevier Science Ltd.
Raun, T. (1994). Approaches to complex problem solving by superintendents of education. Toronto: University of Toronto, Unpublished doctoral dissertation.
Reynolds, D. (1998). The study and remediation of ineffective schools: Some further reflections. In L. Stoll & K. Myers (Eds.), No quick fixes: Perspectives on schools in difficulties (pp.163–174). London: Falmer Press.
Riehl, C. (2002). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical and critical literature on the practice of educational administration. Review of Educational Research, 40(1), 55–81.
Seashore Louis, K., & Miles, M. B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
Shields, C. (2004). Dialogic leadership for social justice. Educational Administration Quarterly, 40(1), 111–134.
Silins, H., & Mulford, B. (2004). Schools as learning organizations - effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15(3–4), 443–466.
Smyth, W. J. (1987). Time. In M. J. Dunkin (Ed.), The international encyclopedia of teaching and teacher education (pp.372–380). Oxford: Pergamon Press.
Stogdill, R. M. (1948). Personal factors associated with leadership: A survey of the literature. Journal of Psychology, 25, 35–71.
Teddlie, C., & Stringfield, S. (1993). Schools make a difference: Lessons learned from a 10-year study of school effects. New York: Teachers College Press.
Tyler, T. R., & Degoey, P. (1996). Trust in organizational authorities: The influence of motive attributes on willingness to accept decisions. In R. M. Kramer & T. R. Tyler (Eds.), Trust in organizations: Frontiers of theory and research (pp.331–356). Thousand Oaks, CA: Sage.
Walberg, H. (1984). Improving the productivity of America’s schools. Educational Leadership, 41(8), 19–27.
Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on pupil achievement. A working paper. Aurora, CO: Mid-continent Research for Education and Learning.
Wong, C., & Law, K. (2002). The effects of leader and follower %emotional intelligence on performance and attitude: An exploratory %study. The Leadership Quarterly, 13(3), 243–274.
Wood, M. (2005). The fallacy of misplaced leadership. Journal of Management Studies, 42(6), 1101–1122.
Zaccaro, S., Kemp, C., & Bader, P. (2004). Leaders’ traits and attributes. In J. Antonakis, A. Cianciolo, & R. Sternberg (Eds.), The nature of leadership (pp.101–125). Thousand Oaks, CA: Sage Publications.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer
About this chapter
Cite this chapter
Leithwood, K., Day, C. (2007). Starting with What we Know. In: Day, C., Leithwood, K. (eds) Successful Principal Leadership In Times Of Change. Studies In Educational Leadership, vol 5. Springer, Dordrecht. https://doi.org/10.1007/1-4020-5516-1_1
Download citation
DOI: https://doi.org/10.1007/1-4020-5516-1_1
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5515-7
Online ISBN: 978-1-4020-5516-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)