Advertisement

Journal of Educational Change

, Volume 15, Issue 3, pp 253–280 | Cite as

Disabling conditions: Investigating instructional leadership teams in action

  • Jennie Miles Weiner
Article
First Online:

Abstract

This study investigated why and how principals selected members for their instructional leadership team (ILT) and how this selection criteria and process may have impacted team members’ understandings of, and behaviors on, the team. Qualitative methods, specifically interviews and observations, were used to explore team members’ perceptions regarding the team’s purpose, function, and selection criteria as well as how these perceptions seemed to impact team members’ behaviors. Data were collected for a period of 8 months during the 2011–2012 school year from ILT in four, in-district charter schools. Results suggest that principals had difficulty articulating their teams’ purposes and functions, with the latter remaining primarily informational or consultative; members were not given decision-making authority. Additionally, when selecting team members, principals prioritized broad representation of teacher groups over other criteria. This focus on role representation above expertise, coupled with teachers’ tendencies to embrace traditional professional norms, limited ILT members’ abilities to effectively work together to lead instructional reform.

Keywords

Educational leadership Educational change Teacher Collaboration Shared leadership 
This is a preview of subscription content, log in to check access.

References

  1. Anagnostopoulos, D. (2003). The new accountability, student failure, and teachers’ work in urban high schools. Educational Policy, 17(3), 291–316.CrossRefGoogle Scholar
  2. Anderson, S. E., & Togneri, W. (2005). School district-wide reform policies in education. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy. New York, NY: Springer.Google Scholar
  3. Ballet, K., Kelchtermans, G., & Loughran, J. (2006). Beyond intensification towards a scholarship of practice: analysing changes in teachers’ work lives. Teachers and Teaching, 12(2), 209–229.CrossRefGoogle Scholar
  4. Bantel, K. A., & Jackson, S. E. (1989). Top management and innovations in banking: Does the composition of the top team make a difference? Strategic Management Journal, 10(S1), 107–124.CrossRefGoogle Scholar
  5. Barth, R. (2001). Learning by heart. San Francisco, CA: Jossey-Bass.Google Scholar
  6. Bell, S. T. (2007). Deep-level composition variables as predicators of team performance: A meta-analysis. Journal of Applied Psychology, 92, 565–615.CrossRefGoogle Scholar
  7. Bennett, N., Wise, C., Woods, P., & Harvey, J. (2003). Distributed leadership (Full report). Oxford, UK: National College for School Leadership.Google Scholar
  8. Blase, J., & Blase, J. (2001). Empowering teachers: What successful principals do. Thousand Oaks, CA: Corwin Press.Google Scholar
  9. Blegen, M. B., & Kennedy, C. (2000). Teachers and principals leading together. NASSP Bulletin, 84(1), 1–6.CrossRefGoogle Scholar
  10. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2003). Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research, 73(2), 125–230.CrossRefGoogle Scholar
  11. Boyatzis, R. E. (1998). Translating qualitative information. Thousand Oaks, CA: Sage Publications.Google Scholar
  12. Bunderson, J. S., & Sutcliffe, K. A. (2002). Comparing alternative conceptualizations of functional diversity in management teams: Process and performance. Academy of Management Journal, 45, 875–893.CrossRefGoogle Scholar
  13. Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology, 92, 331–346.CrossRefGoogle Scholar
  14. Chrispeels, J. (1992). Purposeful restructuring: Creating a culture for learning and achievement in elementary schools. Bristol, PA: Falmer Press.Google Scholar
  15. Chrispeels, J. (2004). The dynamics of sharing and distributing leadership. In J. Chrispeels (Ed.), Learning to lead together: The promise and challenge of sharing leadership. Thousand Oaks, CA: Sage Publications.Google Scholar
  16. Chubb, J. E., & Moe, T. M. (1988). Politics, markets, and the organization of schools. American Political Science Review, 82(4), 1065–1087.Google Scholar
  17. City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.Google Scholar
  18. Clotfelter, C. T., Ladd, H. F., Vigdor, J. L., & Wheeler, J. (2006). High-poverty schools and the distribution of teachers and principals. North Carolina Law Review, 85, 1348.Google Scholar
  19. Cohen, D. K., & Ball, D. L. (1999). Instruction, capacity, and improvement. Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of Education.Google Scholar
  20. Conley, S.C. (1989). “Who’s on first?”: School reform, teacher participation, and the decision-making process. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.Google Scholar
  21. Cooke, N. J., Kiekel, P. A., Salas, E., & Stout, R. (2003). Measuring team knowledge: A window to the cognitive underpinnings of team performance. Journal of Applied Psychology, 7, 177–199.Google Scholar
  22. Copland, M. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375–395.CrossRefGoogle Scholar
  23. Coyle, M. (1997). Teacher leadership vs. school management: Flatten the hierarchies. Teacher Leadership, 70(5), 236–239.Google Scholar
  24. Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78(3), 193–200.Google Scholar
  25. David, J. L. (1991). What it takes to restructure education. Educational Leadership, 48(8), 11–15.Google Scholar
  26. DeRue, D. S., & Hollenbeck, J. R. (2007). The search for internal and external fit in teams. In C. Ostroff & T. A. Judge (Eds.),Perspectives on organizational fit (pp. 259–285). NJ: Lawrence Erlbaum.Google Scholar
  27. Dickinson, T. L., & Mclntyre, R. M. (1997). A conceptual framework for teamwork measurement. In M. T. Brannick, E. Salas, & C. Prince (Eds.), Team performance assessment and measurement: Theory, methods, and applications (pp. 19–43). Mahwah, NJ: Erlbaum.Google Scholar
  28. Donaldson, M., Johnson, S. M., Kirkpatrick, C. L., Marinell, W. H., Steele, J. L., & Szczesiul, S. A. (2008). Angling for access, bartering for change: How second stage teachers experience differentiated roles in schools. Teachers College Record, 110(5), 1088–1114.Google Scholar
  29. Dozier, T. (2007). Turning good teachers into great leaders. Educational Leadership, 65(1), 54–59.Google Scholar
  30. DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership, 70(7), 34–40.Google Scholar
  31. Elmore, R. (1995). Structural reform in educational practice. Educational Researcher, 24(9), 23–26.CrossRefGoogle Scholar
  32. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–27.Google Scholar
  33. Elmore, R. (2000). Building a new structure for school leadership. Washington, D.C.: Albert Shanker Institute.Google Scholar
  34. Ferris, J. M. (1992). School-based decision-making: A principal-agent perspective. Educational Evaluation and Policy Analysis, 14(4), 333–346.CrossRefGoogle Scholar
  35. Fleming, G. (2004). Principals and teachers as continuous learners. In S. M. Hord (Ed.), Learning together, leading together: Changing schools through professional learning communities (pp. 20–30). New York, NY: Teachers College Press.Google Scholar
  36. Fletcher, J. K., & Kaufer, K. (2003). Shared leadership: Paradox and possibility. In C. J. Pearce & C. Conger (Eds.), Shared leadership: Reframing the how and whys of leadership (pp. 21–47). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
  37. Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey Bass.Google Scholar
  38. Fullan, M. (2006). The future of educational change: System thinkers in action. Journal of Educational Change, 7(3), 113–122.CrossRefGoogle Scholar
  39. Fullan, M., & Ballew, A. C. (2001). Leading in a culture of change (Vol. 1). San Francisco: Jossey-Bass.Google Scholar
  40. Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. London: Cassell.Google Scholar
  41. Fulk, H. K., Bell, R. L., & Bodie, N. L. (2011). Team management by objectives: Enhancing developing teams' performance. Journal of Management Policy & Practice, 12(3), 17–26.Google Scholar
  42. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & KwangSuk, Y. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.CrossRefGoogle Scholar
  43. Goddard, Y., Goddard, R., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teacher College Record, 109(4), 877.Google Scholar
  44. Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record, 113(11), 2552–2585.Google Scholar
  45. Gronn, P. (2000). Distributed properties: A new architecture for leadership. Educational Management and Administration, 28(3), 317–338.CrossRefGoogle Scholar
  46. Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.CrossRefGoogle Scholar
  47. Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Boston, MA: Harvard Business School Press.Google Scholar
  48. Hackman, J. R., & Wageman, R. (2001). The team diagnostic survey: An instrument for assessing the structure, dynamics, and leadership of work teams. Boston, MA: Hay McBer.Google Scholar
  49. Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33(3), 329–352.CrossRefGoogle Scholar
  50. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142.CrossRefGoogle Scholar
  51. Hamilton, L. S., Stecher, B. M., Marsh, J. A., McCombs, J. S., Robyn, A., Russell, J. L., et al. (2007). Standards-based accountability under no child left behind: Experiences of teachers and administrators in three states. Santa Monica, CA: RAND corporation.Google Scholar
  52. Hargreaves, A., & Fink, D. (2012). Sustainable leadership (Vol. 6). New York: Wiley.Google Scholar
  53. Hargreaves, A., & Shirley, D. (2009). The persistence of presentism. Teachers College Record, 111(11), 2505–2534.Google Scholar
  54. Harris, A. (2008). Distributed leadership: According to the evidence. Journal of Educational Administration, 46(2), 172–188.CrossRefGoogle Scholar
  55. Harris, A. (2011). Reforming systems: Realizing the fourth way. Journal of Educational Change, 12, 159–171.CrossRefGoogle Scholar
  56. Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13, 172–181.CrossRefGoogle Scholar
  57. Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8, 337–347.CrossRefGoogle Scholar
  58. Harris, A., & Muijs, D. (2004). Improving schools through teacher leadership. London: Oxford University Press.Google Scholar
  59. Hart, A. W. (1990). Impacts of the school social unit on teacher authority during work redesign. American Educational Research Journal, 27(3), 503–532.CrossRefGoogle Scholar
  60. Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Education Research Journal, 46(3), 626–658.CrossRefGoogle Scholar
  61. Hemelt, S. W. (2011). Performance effects of failure to make adequate yearly progress (AYP): Evidence from a regression discontinuity framework. Economics of Education Review, 30(4), 702–723.CrossRefGoogle Scholar
  62. Higgins, M., Weiner, J., & Young, L. (2012). Implementation teams: A new lever for change. Journal of Organizational Behavior, 33(3), 366–388.CrossRefGoogle Scholar
  63. Hill, D. M., & Barth, M. (2004). NCLB and teacher retention: Who will turn out the lights? Education and the Law, 16(2–3), 173–181.CrossRefGoogle Scholar
  64. Hipp, K. K., Huffman, J. B., Pankake, A. M., & Oliver, D. F. (2008). Sustaining professional learning communities: Case studies. Journal of Educational Change, 9, 173–195.CrossRefGoogle Scholar
  65. Hirschfeld, R. R., Jordan, M. H., Field, H. S., Giles, W. F., & Armenakis, A. A. (2005). Teams’ female representation and perceived potency as inputs to team outcomes in a predominately male field setting. Personnel Psychology, 58, 893–924.CrossRefGoogle Scholar
  66. Hord, S., & Sommers, W. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.Google Scholar
  67. Horn, J. G., & Miron, G. (1999). Evaluation of the Michigan public school academy initiative. Evaluation Center, Western Michigan University.Google Scholar
  68. Huberman, M. (1983). Recipes for busy kitchens a situational analysis of routine knowledge use in schools. Science Communication, 4(4), 478–510.CrossRefGoogle Scholar
  69. Jackson, S. E., & Joshi, A. (2004). Diversity in social context: A multi-attribute, multi-level analysis of team diversity and performance. Journal of Organizational Behavior, 25, 675–702.CrossRefGoogle Scholar
  70. Jacob, B. A. (2005). Accountability, incentives and behavior: The impact of high-stakes testing in the Chicago Public Schools. Journal of Public Economics, 89(5), 761–796.CrossRefGoogle Scholar
  71. Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal, 40(3), 581–617.CrossRefGoogle Scholar
  72. Katzenmeyer, G., & Moller, M. (2001). Awakening the sleeping giant: Leadership development for teachers. Thousand Oaks, CA: Corwin Press.Google Scholar
  73. Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration, 38(2), 112–129.CrossRefGoogle Scholar
  74. Leithwood, K., & Menzies, T. (1996, October). Forms and effects of school-based management: A review. Paper presented at the annual convention of the University Council for Educational Administration, Lexington, KY.Google Scholar
  75. Levine, T. H. (2011). Experienced teachers and school reform: Exploring how two different professional communities facilitated and complicated change. Improving Schools, 14(1), 30–47.CrossRefGoogle Scholar
  76. Lieberman, A., & Mace, D. (2008). Teacher learning: The key to educational reform. Journal of Teacher Education, 59(30), 226–234.CrossRefGoogle Scholar
  77. Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators’ handbook: A research perspective (pp. 491–518). White Plains, NY: Longman.Google Scholar
  78. Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional lives. The Teacher’s College Record, 91(4), 510–536.Google Scholar
  79. Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129–151.CrossRefGoogle Scholar
  80. Lortie, D. C. (1975). Schoolteacher: a sociological study. Chicago, IL: University of Chicago Press.Google Scholar
  81. MacBeath, J., & Cheng, Y. C. (2008). Leadership for learning: International perspectives. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  82. Malen, B., & Ogawa, R. T. (1998). Professional-patron influence on site-based governance councils: A confounding case study. Educational Evaluation and Policy Analysis, 10, 251–270.CrossRefGoogle Scholar
  83. Malen, B., Ogawa, R. T., & Kranz, J. (1990). What do we know about school-based management? A case study of the literature—a call for research. In W. H. Clune & J. F. Witte (Eds.), Choice and control in American education (Vol. 2, pp. 289–342). London: Falmer Press.Google Scholar
  84. Marris, P. (1975). Loss and change. Doubleday: Anchor Press.Google Scholar
  85. Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714.Google Scholar
  86. Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997–2007: A review of recent advancements and a glimpse into the future. Journal of Management, 34, 605–619.CrossRefGoogle Scholar
  87. Maxwell, J. A. (1996). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage Publications.Google Scholar
  88. McDonough, E. F. (2000). Investigation of factors contributing to the success of cross-functional teams. Journal of Product Innovation Management, 17(3), 221–235.CrossRefGoogle Scholar
  89. McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. University of Chicago PressGoogle Scholar
  90. McLaughlin, M., & Talbert, J. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press.Google Scholar
  91. Miles, M. S., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook of new methods. Thousand Oaks, CA: Sage Publications.Google Scholar
  92. Mitchell, C., & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse, The Netherlands: Swets & Zeitlinger.Google Scholar
  93. Moller, G. (2004). Building teacher leadership within a traditional school structure. In S. M. Hord (Ed.), Learning together, leading together: Changing schools through professional learning communities (pp. 148–150). New York, NY: Teacher College Press.Google Scholar
  94. Morgeson, F. P., DeRue, D. S., & Karam, E. P. (2010). Leadership in teams: A functional approach to understanding leadership structures and processes. Journal of Management, 36(1), 5–39.CrossRefGoogle Scholar
  95. Morrissey, M., & Cowan, D. (2004). Creating and sustaining a professional learning community: Actions and perceptions of principal leadership. In S. M. Hord (Ed.), Learning together, leading together: Changing schools through professional learning communities (pp. 45–57). New York, NY: Teacher College Press.Google Scholar
  96. Mulford, B., & Silins, H. (2003). Leadership for organizational learning and improved student learning—what do we know? Cambridge Journal of Education, 33(2), 175–195.CrossRefGoogle Scholar
  97. Mulford, B., & Silins, H. (2009). Revised models and conceptualization of successful school principalship in Tasmania. In M. Mulford & B. Edmunds (Eds.), Successful school principalship in Tasmania. Launceston: Faculty of Education, University of Tasmania.Google Scholar
  98. Murphy, J. (2005). Connecting teacher leadership and school improvement. Thousand Oaks, CA: Corwin Press.Google Scholar
  99. Murphy, J., & Beck, L. G. (1995). School-based management as school reform: Taking stock. Thousand Oaks, CA: Corwin Press.Google Scholar
  100. Neuman, G., & Wright, J. (1999). Team effectiveness: Beyond skills and cognitive ability. Journal of Applied Psychology, 84(3), 376–389.CrossRefGoogle Scholar
  101. Newhall, R. J., & Buchen, I. H. (2004). Democratic learning and leading: Creating collaborative school governance. Lanham, MD: Scare Crow Education Press.Google Scholar
  102. Portin, B. S., Knapp, M. S., Alejano, C. R., Marzolf, E. (2006). Roles, responsibilities, and authority of school leaders: Patterns in current research, theory, and practice. State of the field monograph published by the University of Washington Center for Teaching and Policy and The Wallace Foundation.Google Scholar
  103. Preston, C., Goldring, E., Berends, M., & Cannata, M. (2012). School innovation in district context: Comparing traditional public schools and charter schools. Economics of Education Review, 31(2), 318–330.CrossRefGoogle Scholar
  104. Resnick, L. B., & Hall, M. W. (2001). The principles of learning: Study tools for educators. Pittsburgh, PA: University of Pittsburgh, Learning Research and Development Center, Institute for Learning.Google Scholar
  105. Rico, R., Alcover de la Hera, C., & Tabernero, C. (2011). Work team effectiveness: A review of research from the last decade (1999–2009). Psychology in Spain, 15, 57–79.Google Scholar
  106. Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American Journal of Education, 93(3), 352–388.CrossRefGoogle Scholar
  107. Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Oxford: Elsevier Science.Google Scholar
  108. Schmoker, M. (2004). Tipping point: From feckless reform to substantive instructional. Phi Delta Kappan, 85(6), 424–432.Google Scholar
  109. Seidman, I. (2006). Interviewing as qualitative research. New York, NY: Teachers College Press.Google Scholar
  110. Senge, P. (1999). The dance of change: The challenges to sustaining momentum in learning organizations. New York, NY: Doubleday.Google Scholar
  111. Shaw, M. E. (1981). Group dynamics. New York, NY: McGraw-Hill.Google Scholar
  112. Sims, E., Salas, D. E., & Burke, C. S. (2005). Is there a “Big Five” in teamwork? Small Group Research, 36, 555–559.CrossRefGoogle Scholar
  113. Slater, R. (1994). Making democracy work in our schools. NASSP Bulletin, 78(558), 51–57.CrossRefGoogle Scholar
  114. Smylie, M. A. (1996). Research on teacher leadership: Assessing the state of the art. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 521–592). Boston, MA: Kluwer Academy.Google Scholar
  115. Smylie, M. A., Lazarus, V., & Brownlee-Conyers, J. (1996). Instructional outcomes of school-based participative decision-making. Educational Evaluation and Policy Analysis, 18, 181–198.CrossRefGoogle Scholar
  116. Sparks, D. (2006). Leading for results: Transforming teaching, learning, and relationships in schools. Thousand Oaks, CA: Corwin Press.Google Scholar
  117. Spillane, J. P., Halverson, R., & Diamond, J. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23–28.CrossRefGoogle Scholar
  118. Spillane, J. P., & Healey, K. (2010). Conceptualizing school leadership and management from a distributed perspective. The Elementary School Journal, 111(2), 253–281.CrossRefGoogle Scholar
  119. Stewart, G. L. (2006). A meta-analytic review of relationships between team design features and team performance. Journal of Management, 31, 319–335.Google Scholar
  120. Stoll, L., Bolam, R., McMahon, M., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.CrossRefGoogle Scholar
  121. Stuit, D. A. (2010). Are bad schools immortal? The scarcity of turnaround and shutdowns in both charter and district sectors. Washington, DC: Thomas B. Fordham Institute.Google Scholar
  122. Swann, W. B, Jr, Polzer, J. T., Seyle, C., & Ko, S. (2004). Finding value in diversity: Verification of personal and social self-views in diverse groups. Academy of Management Review, 29(1), 9–27.Google Scholar
  123. Swap, W. C. (1984). Group decision-making. Beverly Hills, CA: Sage.Google Scholar
  124. Talbert, J. E., & McLaughlin, M. W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102(2), 123–153.Google Scholar
  125. Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration. Dordecht: Kluwer.Google Scholar
  126. Turnbull, B. (2002). Teacher participation and buy in: Implications for school reform initiatives. Learning Environment Research, 5, 235–252.CrossRefGoogle Scholar
  127. Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44(3), 519–558.CrossRefGoogle Scholar
  128. Van der Vegt, G. S., & Bunderson, J. S. (2005). Learning and performance in multidisciplinary teams: The importance of collective team identification. Academy of Management Journal, 48, 532–547.CrossRefGoogle Scholar
  129. Wageman, R., Nunes, D. A., Burruss, J. A., & Hackman, J. R. (2008). Senior leadership teams: What it takes to make them great. Boston, M.A.: Harvard Business School Press.Google Scholar
  130. Wahlstrom, K., Louis, K. S., Leithwood, K., & Anderson, S. (2010). Investigating the links to improved student learning. Minneapolis: Center for Applied Research and Educational Improvement.Google Scholar
  131. Walberg, H. J., & Bast, J. L. (2003). Education and capitalism: How overcoming our fear of markets and economics can improve America’s schools (No. 521). Stanford, CA, USA: Hoover Press.Google Scholar
  132. Webber, S. S., & Donahue, L. M. (2001). Impact of highly and less job-related diversity on work group cohesion and performance: A meta-analysis. Journal of Management, 27, 141–162.CrossRefGoogle Scholar
  133. Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sense making. Organization Science, 16(4), 409–421.CrossRefGoogle Scholar
  134. Weiner, J. (2011). Finding common ground: Teacher leaders and principals speak out about teacher leadership. Journal of School Leadership, 21(1), 7–41.Google Scholar
  135. Wellins, R. S. (1991). Empowered teams: Creating self-directed work groups that improve quality, productivity, and participation. San Francisco, CA: Jossey-Bass.Google Scholar
  136. Wellins, R. S., Byham, W. C., & Dixon, G. R. (1994). Inside teams. San Francisco, CA: Jossey-Bass.Google Scholar
  137. Wells, C., & Feun, L. (2007). Implementation of learning community principles: A study of six high schools. Nassp Bulletin, 91(2), 141–160.CrossRefGoogle Scholar
  138. Wells, C. M., & Feun, L. (2012). Educational change and professional learning communities: A study of two districts. Journal of Educational Change, 14, 233–257.CrossRefGoogle Scholar
  139. Westheimer, J. (1999). Communities and consequences: An inquiry into ideology and practice hin teachers’ professional work. Educational Administration Quarterly, 35(1), 71–105.CrossRefGoogle Scholar
  140. Wheelan, S. A. (2009). Group size, group development, and group productivity. Small Group Research, 40, 247–262.CrossRefGoogle Scholar
  141. Yarger, S. J., & Lee, O. (1994). Leadership in organizations (5th ed.). Upper Saddle River, NJ: Prentice-Hall.Google Scholar
  142. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Neag School of EducationStorrsUSA

Personalised recommendations

Cite article

Buy options