Professional Learning Communities: A Review of the Literature
- 15k Downloads
- 614 Citations
Abstract
International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time. Developing professional learning communities appears to hold considerable promise for capacity building for sustainable improvement. As such, it has become a ‘hot topic’ in many countries.
Keywords
Professional Development Professional Learning School Leadership Continue Professional Development Professional CommunityPreview
Unable to display preview. Download preview PDF.
References
- Analytical Services. (2000). The evidence on the effects of teacher continuing professional development (CPD) on pupil attainment - a note by Analytical Services, April 2000. London: DfEE (mimeo)Google Scholar
- Anderson, S.E. & Togneri, W. (2003). School district approaches to professional community building: Intentions, inventions, and tensions. Paper presented at the Annual Conference of the International Congress for School Effectiveness and Improvement. Sydney, Australia, JanuaryGoogle Scholar
- Andrews, D. & Lewis, M. (2007). Transforming practice from within: The power of the professional learning community. In L. Stoll & K.S. Louis (eds) Professional learning communities: Divergence, depth and dilemmas. Maidenhead: Open University PressGoogle Scholar
- Anthony P. (1994). Managing culture. Open University Press, Buckingham Google Scholar
- Astuto T.A., Clark D.L., Read A.-M. and McGree K (1993). Challenges to dominant assumptions controlling educational reform. Regional Laboratory for the Educational Improvement of the Northeast and Islands, Andover, MA Google Scholar
- ATL, DfES, GMB, NAHT, NASUWT, NEOST, PAT, SHA, TGWU, UNISON, & WAG. (2003). Raising standards and tackling workload: A national agreement. London: ATLGoogle Scholar
- Barber, M. (2001). Large-scale education reform in England: A work in progress. Paper presented to the British Council School Development Conference. Estonia: Tartu UniversityGoogle Scholar
- Belbin M. (1993). Team roles at work. Butterworth-Heinemann, Oxford Google Scholar
- Berman P and McLaughlin M. (1977). Federal programmes supporting educational change. Rand Corporation, Santa Monica, CA Google Scholar
- Blase, J. (1988). The teachers’ political orientation vis a vis the principal: The micropolitics of the school. Politics of Education Association Yearbook: 1988Google Scholar
- Bolam R. (1977). Innovation and the problem-solving school. In: King, E. (eds) Reorganising education: Management and participation for change, pp. Sage Publications, London Google Scholar
- Bolam R. (1999). Educational administration, leadership and management: towards a research agenda. In: Bush, T., Bell, L., Bolam, R., Glatter, R. and Ribbins, P. (eds) Educational management: Redefining theory, policy and practice, pp. Paul Chapman, London Google Scholar
- Bolam R. and McMahon A. (2004). Literature, definitions and models: Towards a conceptual map. In: Day, C. and Sachs, J. (eds) International handbook on the continuing professional development of teachers, pp. Open University Press, Berkshire Google Scholar
- Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A. & Smith, M. (2005). Creating and sustaining effective professional learning communities. Research Report 637. London: DfES and University of BristolGoogle Scholar
- Bryk A., Camburn E. and Louis K.S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly 35(Supplement): 751–781 CrossRefGoogle Scholar
- Bryk A. and Schneider B. (2002). Trust in schools. Russell Sage, New York Google Scholar
- (1978). Creativity of the school: Final report. OECD, Paris Google Scholar
- Centre for Educational Research and Innovation (CERI). (2001). New school management approaches. Paris: OECDGoogle Scholar
- Chapman N. (1995). Developing a sense of mission at Whitefields School: The tension between action research and school management. Educational Management and Administration 23(3): 206–211 Google Scholar
- Claxton G. (1996). Implicit theories of learning. In: Claxton, G., Atkinson, T. and Wallace, M. (eds) Liberating the learner, pp. Routledge, London Google Scholar
- Cordingley, P., Bell, M., Rundell, B. & Evans, D. (2003). The impact of collaborative CPD on classroom teaching and learning. In: Research evidence in education library. version 1.1. London: EPPI-Centre, Social Science Research Unit, Institute of EducationGoogle Scholar
- Cowan D’E., Fleming G.L., Thompson T.L. and Morrisey M.S. (2004). Study description: Investigating five PLC schools. In: Hord, S. M. (eds) Learning together, leading together: Changing schools through professional learning communities, pp. Teachers College Press, New York Google Scholar
- Creemers B. (1994). The effective classroom. Cassell, London Google Scholar
- Crowther F. (2001). Teachers as leaders: A conceptual framework. Report to the Australian Research Council. University of Southern Queensland, Toowoomba Google Scholar
- Dalin P. and Rolff H.G. (1993). Changing the school culture. Cassell, London Google Scholar
- Datnow A., Hubbard L. and Mehan H. (2002). Extending educational reform: From one school to many. RoutledgeFalmer, London Google Scholar
- Day C., Harris A., Hadfield M., Tolley H. and Beresford J. (2000). Leading schools in times of change. Open University Press, Buckingham Google Scholar
- Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R. and Mujtaba, T. (2006) Variations in teachers’ work, lives and effectiveness. DfES Research Report RR 743, University of NottinghamGoogle Scholar
- (2001). Forgetting about friendship: Using conflict in teacher communities as a catalyst for change. Journal of Educational Change 2(2): 97–122 CrossRefGoogle Scholar
- Department for Education and Employment (DfEE). (2000). Professional development: Support for teaching and learning. London: DfEEGoogle Scholar
- Dewey J. (1929). The sources of a science of education. Horace Liveright, New York Google Scholar
- Dimmock C. (2000). Designing the learning-centred school: A cross cultural perspective. Falmer Press, London Google Scholar
- Dinham, S. (1994). Societal pressures and teaching. Paper presented to the Australian Association for Research in Education. University of NewcastleGoogle Scholar
- Doherty J., MacBeath J., Jardine S., Smith I. and McCall J. (2001). Do schools need critical friends?. In: MacBeath, J. and Mortimore, P. (eds) Improving school effectiveness, pp. Open University Press, Buckingham Google Scholar
- Dudley P. (1999). How do teachers respond to data?. In: Conner, C. (eds) Assessment in action in primary schools, pp. Falmer Press, London Google Scholar
- Earl L. and Katz S. (2002). Leading schools in a data-rich world. In: Leithwood, K. and Hallinger, P. (eds) The second international handbook of research on educational leadership and administration, pp. Kluwer, Dordrecht Google Scholar
- Earl L. and Lee L. (1998). Evaluation of the Manitoba school improvement program. Walter and Duncan Gordon Foundation, Toronto Google Scholar
- Earl, L., Watson, N., Levin, B., Leithwood, K., Fullan, M., Torrance, N., Jantzi, D., Mascall, B. & Volante, L. (2002). Watching and learning 3: Final report of the external evaluation of England’s national literacy and numeracy strategies. Nottingham: DfES Publications and Toronto: OISE/University of TorontoGoogle Scholar
- Eraut M. (1994). Developing professional knowledge and competence. Falmer Press, London Google Scholar
- Fielding. M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillinson, S., Horne, M., Robinson, C. & Thorp, J. (2005). Factors influencing the transfer of good practice. DfES Research Report RR 615, University of SussexGoogle Scholar
- Fink D. (2000). Good schools/real schools: Why school reform doesn’t last. Teachers College Press, New York Google Scholar
- Fullan M. (1992). What’s worth fighting for in headship. Buchuring, Open University PressGoogle Scholar
- Fullan M. (1993). Change forces: probing the depthes of educational reform. London, Falmer PressGoogle Scholar
- Fullan M. (1992). What’s worth fighting for in headship. Open University Press, Buckingham Google Scholar
- Fullan M. (1993). Change forces: probing the depths of educational reform. Falmer Press, London CrossRefGoogle Scholar
- Fullan M. (2001). The new meaning of educational change. Teachers College Press and RoutledgeFalmer, New York and London Google Scholar
- Fullan M. (2006). The future of educational change: System thinkers in action. Journal of Educational Change 7(3): 113–122 CrossRefGoogle Scholar
- Gibb, C.A. (1958). An interactional view of the emergence of leadership. Australian Journal of Psychology, 10(1), 101–110Google Scholar
- Furlong J., Salisbury J. and Combes L. (2003). Best practice research scholarships: An evaluation. DfES Publications, Nottingham Google Scholar
- Furman-Brown G. (1999). Editor’s foreword. Educational Administration Quarterly 35(1): 6–12 Google Scholar
- Grady N., Macpherson M., Mulford B. (1995). Problem-based learning in education administration through block delivery modes. International Studies in Educational Administration 23(1):58–64Google Scholar
- Goleman D., Boyatzis R. and McKee A. (2002). The new leaders: Transforming the art of leadership into the science of results. Little, Brown, London CrossRefGoogle Scholar
- Goodson I.F. (1992). Studying teachers’ lives. Falmer Press, Basingstoke CrossRefGoogle Scholar
- Grady N., Macpherson M. and Mulford B. (1995). Problem-based learning in educational administration through block delivery modes. International Studies in Educational Administration 23(1): 58–64 Google Scholar
- Gronn P. (2000). Distributed properties: A new architecture for leadership. Educational Management and Administration 28(3): 317–338 Google Scholar
- Gronn P. (2003). Leadership: Who needs it?. School Leadership and Management 23(3): 267–290 Google Scholar
- Gunter H. (2001). Leaders and leadership in education. Paul Chapman, London Google Scholar
- Hall G.E. and Hord S.M. (2001). Implementing change: Patterns, principles and potholes. Allyn & Bacon, Boston Google Scholar
- Hargreaves, A. (2004). Educational change over time? The sustainability and non-sustainability of decades of secondary school change and continuity. Keynote address to the Seventeenth Conference of the International Congress for School Effectiveness and Improvement, Rotterdam, JanuaryGoogle Scholar
- Hargreaves, A. & Fink, D. (2006). Sustainable leadership. London: Wiley & SonGoogle Scholar
- Hargreaves A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. Cassell, London Google Scholar
- Hargreaves A. (1999). Series editor’s foreword. In: Acker, S. (eds) The realities of teachers’ work: Never a dull moment, pp. Cassell, London CrossRefGoogle Scholar
- Hargreaves, D.H. (2003). From improvement to transformation. Keynote address to the sixteenth annual conference of the international congress for school effectiveness and improvement. Sydney, Australia, JanuaryGoogle Scholar
- Hargreaves A. (2003). Teaching in the knowledge society. Open University Press, Buckingham CrossRefGoogle Scholar
- Hargreaves A. and Giles C. (2003). The knowledge society school: An endangered entity. In: Hargreaves, A. (eds) Teaching in the knowledge society: Education in the age of insecurity, pp. Open University Press, Maidenhead and Philadelphia CrossRefGoogle Scholar
- Hargreaves D. (1999). The knowledge-creating school. British Journal of Educational Studies 47(2): 122–144 Google Scholar
- Harris A. (2001). Building the capacity for school improvement. School Leadership and Management 21(3): 261–270 Google Scholar
- Harris A. (2003). Teacher leadership as distributed leadership. School Leadership and Management 23(3): 313–324 Google Scholar
- Hipp K.A., Huffman J.B. (2001). Using assessment tools as frames for dialogue to create and sustain professional learning communities. In: Stoll L., Louis K.S. (eds), Professional Learning Communities: Dwergence, Depth and Dilemas. Maidenhead, Open University pressGoogle Scholar
- Hart A.W. and Weindling D. (1996). Developing successful leaders. In: Leithwood, K. (eds) International handbook for educational leadership and administration, pp. Klewer Press, Leuven Google Scholar
- Helsby G. and McCulloch G. (1998). Teachers and the national curriculum. Cassell, London Google Scholar
- Higham J., Haynes G., Wragg C. and Yeomans D. (2004). 14–19 Pathfinders: An evaluation of the first year. DfES, Nottingham CrossRefGoogle Scholar
- Hipp K.A. and Huffman J.B. (2007). Using assessment tools as frames for dialogue to create and sustain professional learning communities. In: Stoll, L. and Louis, K.S. (eds) Professional learning communities: Divergence, depth and dilemmas, pp. Open University press, Maidenhead Google Scholar
- Hopkins D. (2001). School improvement for real. RoutledgeFalmer, London Google Scholar
- Hopkins D., Ainscow M. and West M. (1994). School improvement in an era of change. Cassell, London Google Scholar
- Hopkins D., Harris A. and Jackson D. (1997). Understanding the school’s capacity for development: Growth states and strategies. School Leadership and Management 17(3): 401–411 Google Scholar
- Hord S.M. (1997). Professional learning communities: Communities of continuous inquiry and improvement. Southwest Educational Development Laboratory, Austin, Texas Google Scholar
- Hord S. (2004). Professional learning communities: An overview. In: Hord, S. (eds) Learning together, leading together: Changing schools through professional learning communities, pp. Teachers College Press, New York Google Scholar
- Huffman, J.B. (2001). The role of shared values and vision in creating professional learning communities. Paper presented to the Annual Meeting of the American Educational Research Association, Seattle, AprilGoogle Scholar
- Huberman M. (1983). Recipes for busy kitchens: A situational analysis of routine knowledge use in schools. Knowledge: Creation, Diffusion, Utilization 4(4): 475–510 Google Scholar
- Huberman M. (1989). The professional life cycle of teachers. Teachers College Record 91(1): 31–58 Google Scholar
- Imants, J. (2004). The role of paradoxes in the study of learning communities. Paper presented Paper presented at the annual conference of the International Congress for School Effectiveness and Improvement, Rotterdam, the Netherlands, JanuaryGoogle Scholar
- Jackson, D. & Temperley, J. (2007). From professional learning community to networked learning community. In L. Stoll & K.S. Louis (eds), Professional learning communities: Divergence, depth and dilemmas. Maidenhead: Open University PressGoogle Scholar
- Huberman M. (1993). The model of the independent artisan in teachers’ professional relations. In: Little, J.W. and McLaughlin, M.W. (eds) Teachers’ work: Individuals, colleagues and contexts, pp. Teachers College Press, New York Google Scholar
- Huberman M. and Miles M.B. (1984). Innovation up close. Plenum, New York CrossRefGoogle Scholar
- Huffman J.B. and Hipp K.K. (2003). Professional learning community organizer. In: Huffman, J.B. and Hipp, K.K. (eds) Professional learning communities: Initiation to implementation, pp. Scarecrow Press, Lanham, MD Google Scholar
- Hustler D., McNamara O., Jarvis J., Londra M., Campbell A. and Howson J. (2003). Teachers’ perceptions of continuing professional development. DfES, London CrossRefGoogle Scholar
- Joyce B.R., Calhoun E.F. and Hopkins D. (1999). The new structure of school improvement. Open University Press, Buckingham 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. Kruse & Associates (eds). Professionalism and community: Perspectives on reforming urban schools. Long Oaks, CA: CorwinGoogle Scholar
- Karsten S., Voncken E. and Voorthuis M. (2000). Dutch primary schools and the concept of the learning organization. The Learning Organization 7(3): 145–155 Google Scholar
- Katzenbach J. and Smith D. (1993). The wisdom of teams: Creating the high performing organization. Harvard Business School Press, Boston, MA Google Scholar
- King M.B. and Newmann F.M. (2001). Building school capacity through professional development: Conceptual and empirical considerations. International Journal of Educational Management 15(2): 86–93 Google Scholar
- Kolb D. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall, Englewood Cliffs, NJ CrossRefGoogle Scholar
- Lee, V.E., Smith, J. & Bryk, A.S. (1993) The organization of effective secondary schools. Review of Research in Education 19Google Scholar
- Larson C. and LaFasto F. (1989). Teamwork: What must go right, what can go wrong. Sage, London Google Scholar
- Lave J. and Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge Google Scholar
- Leithwood, K. & Louis, K.S. (eds). (1998). Organizational learning in schools. Lisse, Netherlands: Swets and ZeitlingerGoogle Scholar
- Lieberman, A. (1995). Practices that support teacher development: transforming conceptions of professional learning, Phi Delta Kappan 76(April), 591–596Google Scholar
- Law S. and Glover D. (2000). Educational leadership and learning: practice, policy and research. Open University Press, Buckingham Google Scholar
- Lee V.E. and Smith J.B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary students. American Journal of Education 104(2): 103–147 CrossRefGoogle Scholar
- Little, J.W. (1999). Teachers professional development in the context of high school reform: Findings from a three-year study of restructuring schools. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, AprilGoogle Scholar
- Little, J.W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work, Teaching and Teacher Education 18(8), 917–946Google Scholar
- Leithwood K., Jantzi D. and Steinbach R. (1998). Leadership and other conditions which foster organizational learning in schools. In: Leithwood, K. and Louis, K. S. (eds) Organizational learning in schools, pp. Swets & Zeitlinger, Lisse, the Netherlands Google Scholar
- Louis K.S., Gordon M.F. (2006). Aligning student support with achievement goals: The secondary principal’s guide. Thousands Oaks, CA: CorwinGoogle Scholar
- Louis, K.S., Kruse, S. & Bryk, A.S. (1995). Professionalism and community: What is it and why is it important in urban schools? In K. S. Louis, S. Kruse & Associates (1995) Professionalism and community: Perspectives on reforming urban schools. Long Oaks, CA: CorwinGoogle Scholar
- Louis, K.S., Kruse, S.D. & Associates. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press IncGoogle Scholar
- Leithwood K., Jantzi D. and Steinbach R. (1999). Changing leadership for changing times. Open University Press, Buckingham Google Scholar
- Lieberman A. and Grolnick M. (1996). Networks and reform in American education. Teachers College Record 98(1): 7–45 CrossRefGoogle Scholar
- Little J.W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis 15(2): 129–151 Google Scholar
- Louis K.S. (1994). Beyond “managed change”: Rethinking how schools improve. School Effectiveness and School Improvement 9(1): 1–27 Google Scholar
- Louis K.S. and Gordon M.F. (2006). Aligning student support with achievement goals: The secondary principal’s guide. Corwin, Thousands Oaks, CA Google Scholar
- Louis K.S. and Leithwood K. (1998). From organizational learning to professional learning communities. In: Leithwood, K. and Louis, K.S. (eds) Organizational learning in schools, pp. Lisse, Swets and Zeitlinger, Lisse, The Netherlands Google Scholar
- Louis K.S. and Marks H. (1998). Does professional community affect the classroom? Teachers’ work and student experience in restructured schools. American Journal of Education 106(4): 532–575 Google Scholar
- Louis K.S. and Miles M.B. (1990). Improving the urban high school: What works and why. Teachers College Press, New York Google Scholar
- MacBeath J. (1998). ‘I didn’t know he was ill’: The role and value of the critical friend. In: Stoll, L. and Myers, K. (eds) No quick fixes: Perspectives on schools in difficulty, pp. Falmer Press, London Google Scholar
- MacGilchrist B., Myers K. and Reed J. (2004). The intelligent school. 2nd edition. Paul Chapman, London Google Scholar
- McMahon, A. (2000). Managing teachers’ stress to enhance student learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, AprilGoogle Scholar
- McCall J., Smith I., Stoll L., Thomas S., Sammons P., Smees R., MacBeath J., Boyd B. and MacGilchrist B. (2001). Views of pupils, parents and teachers: Vital indicators of effectiveness and for improvement. In: MacBeath, J. and Mortimore, P. (eds) Improving school effectiveness, pp. Open University Press, Buckingham Google Scholar
- McGregor J. (2003). Spatiality and teacher workplace cultures: The department as nexus. In: Edwards, R. and Usher, R. (eds) Space, curriculum and learning, pp. Information Age Publishing, Connecticut Google Scholar
- McMahon, A., Bolam, R., Abbott, R. & Holly, P. (1984). Guidelines for review and internal development in schools (primary and secondary school handbooks). York: Longman/Schools CouncilGoogle Scholar
- McLaughlin M.W. and Talbert J.E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s education goals. Center for Research on the Context of Secondary Schools, Palo Alto, CA Google Scholar
- McLaughlin M.W. and Talbert J.E. (2001). Professional communities and the work of high school teaching. University of Chicago Press, Chicago Google Scholar
- Mitchell, C. & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse, The Netherlands: Swets & ZeitlingerGoogle Scholar
- McMahon A. (1999). Promoting continuing professional development for teachers : An achievable target for school leaders?. In: Bush, T., Bell, L., Bolam, R., Glatter, R. and Ribbins, P. (eds) Educational management: Redefining theory, policy and practice, pp. Paul Chapman Publishing, London Google Scholar
- Mortimore, P. & Whitty, G. (1997). Can school improvement overcome the effects of disadvantage? Institute of Education Occasional Paper. London: Institute of EducationGoogle Scholar
- McMahon A. (2001a). A cultural perspective on school effectiveness, school improvement and teacher professional development. In: Bennett, N. and Harris, A. (eds) Alternative perspectives on school effectiveness and school improvement, pp. Continuum, London Google Scholar
- McMahon A. (2001b). Fair Furlong primary school. In: Maden, M. (eds) Success against the odds – five years on, pp. RoutledgeFalmer, London CrossRefGoogle Scholar
- Martin J. and Frost P. (1996). The organisational culture war games: A struggle for intellectual dominance. In: Clegg, S.R., Handy, C. and Nord, W. (eds) Handbook of organisational studies, pp. Sage, London CrossRefGoogle Scholar
- Miles M. (1998). Finding keys to school change: A 40-year odyssey. In: Lieberman, A., Fullan, M. and Hopkins, D. (eds) International handbook of educational change, pp. Kluwer, Dordrecht Google Scholar
- Morrissey M.S. (2000). Professional learning communities: An ongoing exploration. Southwest Educational Development Laboratory, Austin, Texas Google Scholar
- Mulford B. (1998). Organisational learning and educational change. In: Lieberman, A., Fullan, M. and Hopkins, D. (eds) International handbook of educational change, pp. Kluwer, Dordrecht Google Scholar
- Mulford B. (2004). Organizational life cycles and the development of the National College for School Leadership: An Antipodean view. Educational Management Administration & Leadership 32(3): 309–324 CrossRefGoogle Scholar
- Mulford B. and Silins H. (2003). Leadership for organizational learning and improved student outcomes – what do we know?. Cambridge Journal of Education 33(2): 175–195 CrossRefGoogle Scholar
- Newmann F.M. and Wehlage G.G. (1995). Successful school restructuring: A report to the public and educators by the center on organization and restructuring of schools. CORS, Madison, Wisconsin Google Scholar
- Nias J., Southworth G. and Yeomans R. (1989). Staff relationships in the primary school: A study of organisational cultures. Cassell, London Google Scholar
- (2003). Touching tomorrow. NCSL, London Google Scholar
- Oswick C., Anthony P., Keenov T., Mangham I.L. and Grant D. (2000). A dialogic analysis of organizational learning. Journal of Management Studies 37(6): 887–901 Google Scholar
- Quinn R. and Cameron K. (1983). Organisational life cycles and shifting criteria of effectiveness: Some preliminary evidence. Management Science 29(1): 33–51 CrossRefGoogle Scholar
- Reynolds D. (1996). Turning around ineffective schools: Some evidence and some speculations. In: Gray, J., Reynolds, D., Fitz-Gibbon, C. and Jesson, D. (eds) Merging traditions: The future of research on school effectiveness and school improvement, pp. Cassell, London Google Scholar
- Rosenholtz S.J. (1989). Teachers’ workplace: The social organization of schools. Longman, New York Google Scholar
- Seashore, K.R., Anderson, A.R. & Riedel, E. (2003). Implementing arts for academic achievement: The impact of mental models, professional community and interdisciplinary teaming. Paper presented at the Seventeenth Conference of the International Congress for School Effectiveness and Improvement, Rotterdam, JanuaryGoogle Scholar
- Sammons P., Thomas S. and Mortimore P. (1997). Forging links: Effective schools and effective departments. Paul Chapman, London Google Scholar
- Sarason S. (1990). The predictable failure of educational reform. Jossey-Bass, San Francisco Google Scholar
- Saunders L. (1999). Who or what is school self-evaluation for?. School Effectiveness and School Improvement 10(4): 414–429 Google Scholar
- Schein E. (1985). Organizational culture and leadership: A dynamic view. Jossey-Bass, San Francisco Google Scholar
- Schön D. (1983). The reflective practitioner. Temple Smith, London Google Scholar
- Sebba J. (1997). Educational research: Developing and implementing the Government’s action plan. Research Intelligence 67: 19–20 Google Scholar
- Senge P.M. (1990). The fifth discipline: The art and practice of the learning organization. Century Business, London Google Scholar
- Shulman L.S. (1997). Professional development: Learning from experience. In: (eds) Common schools: Uncommon futures: A working consensus for school renewal, pp. Teachers College Press, New York Google Scholar
- Spillane, J.P. (2006). Distributed leadership. San Francisco: Jossey-BassGoogle Scholar
- Siskin L.S. (1994). Realms of knowledge: Academic departments in secondary schools. Falmer Press, London Google Scholar
- Stobart, G. & Mutjtaba, T. (2003). Early indicators of key factors in teachers’ perceptions of relational effectiveness. Paper presented at the annual conference of the British Educational Research Association. Herriot Watt University, Edinburgh, SeptemberGoogle Scholar
- Smylie M. (1995). Teacher learning in the workplace. In: Guskey, T.R. (eds) Professional development in education: New paradigms and practices, pp. Teachers College Press, New York CrossRefGoogle Scholar
- Smylie M. and Hart A. (1999). School leadership for teacher learning and change: A human and social capital development perspective. In: Murphy, J. and Louis, K.S. (eds) Handbook of research on educational administration, pp. Jossey-Bass, San Francisco Google Scholar
- Stoll, L., Bolam, R., McMahon, A., Thomas, S., Wallace, M., Greenwood, A. & Hawkey, K. (2006). Professional learning communites: Source materials for school leaders and other leaders of professional learning. London: Innovation Unit, DfES, NCSL and GTCGoogle Scholar
- Southworth G. (1999). Headship, leadership and school improvement. In: Lincoln, P. (eds) Supporting improving primary schools: The role of heads and LEAs in raising standards, pp. Falmer Press, London Google Scholar
- Sparks D. and Hirsh S. (1997). A new vision for staff development. Association for Supervision and Curriculum Development and National Staff Development Council, Alexandria, VA Google Scholar
- Stenhouse L. (1975). An introduction to curriculum research and development. Heinemann, London Google Scholar
- Stoll L. (1999). Realizing our potential: Building capacity for lasting improvement. School Effectiveness and School Improvement 10(4): 503–532 Google Scholar
- Stoll L., Bolam R. and Collarbone P. (2002). Leading for change: Building capacity for learning. In: Leithwood, K. and Hallinger, P. (eds) Second international handbook of educational leadership and administration, pp. Kluwer, Dordrecht Google Scholar
- Stoll, L., Stobart, G., Martin, S., Freeman, S., Freedman, E., Sammons, P. & Smees␣R. (2003). Preparing for change: Evaluation of the implementation of the key stage 3 strategy pilot. London: DfESGoogle Scholar
- Stoll L. and Earl L. (2003). Making it last: Building capacity for sustainability. In: West-Burham, J. (eds) Handbook of educational leadership and management, pp. Pearson/Longman, London Google Scholar
- Stoll L. and Fink D. (1996). Changing our schools: Linking school effectiveness and school improvement. Open University Press, Buckingham Google Scholar
- Stoll L., Fink D. and Earl L. (2003). It’s about learning (and it’s about time). RoutledgeFalmer, London Google Scholar
- Thompson, M. (2001). Can things only get better? Professional Development Today, Autumn, 7–20Google Scholar
- Stoll L., MacBeath J., Smith I. and Robertson P. (2001). The change equation: Capacity for improvement. In: MacBeath, J. and Mortimore, P. (eds) Improving school effectiveness, pp. Open University Press, Buckingham Google Scholar
- Stoll L. and Myers K. (1998). No quick fixes: Perspectives on schools in difficulty. Falmer Press, London Google Scholar
- Talbert J.E., McLaughlin M.W. and Rowan B. (1993). Understanding context effects in secondary school teaching. Teachers College Record 95(1): 45–68 CrossRefGoogle Scholar
- Teddlie C. and Reynolds D. (2000). The international handbook of school effectiveness research. Falmer Press, London Google Scholar
- Wallace M. (1996). A crisis of identity: school merger and cultural transition. British Educational Research Journal 22(4):459-472Google Scholar
- Thomas S., Smees R. and Elliot K. (2000). Value added feedback for the purpose of school self-evaluation. In: Askew, S. (eds) Feedback for learning, pp. Routledge, London CrossRefGoogle Scholar
- Thrupp M. (1999). Schools making a difference: Let’s be realistic!. Open University Press, Buckingham Google Scholar
- Toole J.C. and Louis K.S. (2002). The role of professional learning communities in international education. In: Leithwood, K. and Hallinger, P. (eds) Second international handbook of educational leadership and administration, pp. Kluwer, Dordrecht Google Scholar
- Wallace, M. & Poulson, L. (eds), (2003). Learning to read critically in educational leadership and management. London: SageGoogle Scholar
- Visscher A.J. and Witziers B. (2004). Subject departments as professional communities?. British Educational Research Journal 30(6): 785–800 Google Scholar
- Wallace M. (1991). School-centred management training. Paul Chapman Publishing, London CrossRefGoogle Scholar
- Wallace M. (1996). A crisis of identity: school merger and cultural transition. British Educational Research Journal 22(4): 459–472 Google Scholar
- Wallace M. (2001). Sharing leadership through teamwork: A justifiable risk?. Educational Management and Administration 29(2): 153–167 Google Scholar
- Wallace M. and Hall V. (1994). Inside the SMT: Teamwork in secondary school management. Paul Chapman, London CrossRefGoogle Scholar
- Wallace M. and Huckman L. (1999). Senior management teams in primary schools: The quest for synergy. Routledge, London Google Scholar
- Woods, P. A., Castle, F., Cooper, D., Evans, J. & Glatter, R. (2003). Pathfinding and diversity: Similarities and differences in LEAs’ and schools’ responses to a government initiative at local level. Paper presented at the Annual Conference of the British Educational Research Association, Edinburgh, SeptemberGoogle Scholar
- Watson N. and Fullan M. (1992). Beyond school district-university partnerships. In: Fullan, M. and Hargreaves, A. (eds) Teacher development and educational change, pp. Falmer Press, LewesGoogle Scholar