The DOI matches its Crossref record.
Distributed Leadership According to the Evidence
Abstract
Empirical work on how readership is distributed more and less successfully in schools is rare. This chapter presents a case for distributing leadership in particular ways that can have positive outcomes for studeits in a schoor improvement context in which varying success was evident. Grounding the theory in this practice context led to the identffication of some risks and benefits of distributing leadership and to the chailenge of io*e key concepts presented in eailier theorizing about readership ani ni alstaauilon. concepts related to distributed leadership discussed in the chapter include embedding vision in activities and the social distributio, oi task enactment' Issues addressed within the latter concept include boundary spanning relationships between leaders and followers and the use of artefacts.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Studies found that broader practices such as reflection, stronger responsibility and commitment, assessment and data use that are part of PLCs supported on-going changes connected with broader and on-going culture change.
“But then studies explored less discrete (e.g., not just a teaching practice) and broader practices such as reflection, stronger responsibility and commitment, assessment and data use that are part of PLCs and found these skillsets supported on-going changes that are connected with broader and on-going culture change (Leithwood et al., 2008).”
From Moving Toward Institutional Culture Change in Higher Education: An Exploration into Cross-functional Professional Learning Communities (2025) · cites this paper as Leithwood et al., 2008
Citations
Cited by
Sorted by citations
Seven strong claims about successful school leadership revisited
Leithwood, K., Harris, A., & Hopkins, D. (2020) · School Leadership & Management · doi:10.1080/13632434.2019.1596077 · Cited by 1,683
Sun, J., & Leithwood, K. (2015) · School Effectiveness and School Improvement · doi:10.1080/09243453.2015.1005106 · Cited by 187
Self-citationKezar, A., Hallett, R. E., Corwin, Z. B., & Hypolite, L. (2025) · Innovative Higher Education · doi:10.1007/s10755-024-09753-1 · Cited by 50
Metadata
- Publisher
- Routledge
- Published
- 2009-06-02
- Cited by
- 238
- References
- 0
- Language
- en
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
