Cited by 506Educational Leadership and PracticesSchool Leadership and Teacher PerformanceTeacher Education and Leadership Studies

The DOI matches its Crossref record.

How Leadership Influences Student Learning

Open access

Abstract

Leadership is second only to teaching among in-school influences on student success, according to this landmark examination of school leadership.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.59656/el-sb5787.001

Cites

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

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?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

No references could be resolved yet.

Research works printed but not linked: 238

  1. Abrahamson, E. & Fombrun, C.J. (1994). Macrocultures: Determinants and consequences. Academy of Management Review 19 (4), 728-755.
  2. Abrams, M. (1985). New Perspectives 17(2), 15-18.
  3. In A. Hargreaves (Ed.), Rethinking educational change with heart and mind: The 1997 ASCD yearbook (pp. 92-110).
  4. Anderson, J.R., Reder, L.M., & Simon, H.A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5-11.
  5. Anderson, S.E. (1991). Principal's management style and patterns of teacher implementation across multiple innovations. School Effectiveness and School Improvement, 2 (4), 286-304.
  6. Anderson, S.E. (1992). Building collegiality: Innovation vs. school improvement approach. The Canadian School Executive, 12 (1), 3-8.
  7. Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25 (4), 5-11.
  8. Barley, S.R. (1996, September). Technicians in the workplace: Ethnographic evidence for bringing work into organizational studies. Administrative Science Quarterly, 41(3), 404-441.
  9. Basom, M., Yerkes, D., Norris, C., & Barnett, B. (1996). Using cohorts as a means for developing transformational leaders. Journal of School Leadership, 6 (1), 99-112.
  10. Basu, O.N., Dirsmith, M.W., & Gupta, P.P. (1999). The coupling of the symbolic and the technical in an institutionalized context: The negotiated order of the GAO's audit reporting process, American Sociological Review 64 (4), 506-526.
  11. Beck, L., & Foster, W. (1999). Administration and community: Considering challenges, exploring possibilities. In J. Murphy & K.S. Louis (Eds.), Handbook of research on educational administration (pp. 337-358). San Francisco: Jossey-Bass.
  12. Beck, L., & Murphy, J. (1998). Site- based management and school success: Untangling the variables. School Effectiveness and School Improvement, 9 (4), 349-357.
  13. Berk, L. (1992). The extracurriculum. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 1002-1043). New York: Macmillan Publishing.
  14. Berman, P. & McLaughlin, M. (1978). Implementation of educational innovation. Educational Forum, 40 (3), 345-370.
  15. Biddle, B.J., & Berliner, D.C. (2002). Small class size and its effects. Educational Leadership, 59 (5), 12-23.
  16. Brace, P., & Jewett, A. (1995). The state of state politics research. Political Research Quarterly, 48 (3), 643-681.
  17. Bracey, G. (2003). April foolishness: The 20th anniversary of A Nation at Risk. Phi Delta Kappan, 84 (8), 616-621.
  18. Bransford, J.D. (1993). Who ya gonna call? Thoughts about teaching problem solving. In P. Hallinger, K. Leithwood, & J. Murphy (Eds.), Cognitive perspectives on educational leadership (pp. 171-191). New York: Teachers College Press.
  19. Bryk, A., Sebring, P., Kerbow, D., Rollow, S. & Easton, J. (1998). Charting Chicago school reform. Boulder, CO: Westview Press.
  20. Bryk, A., Camburn, E., & Seashore Louis, K. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly. 35 (Supplement, December)
  21. Burke, C.S., Fiore, S.M., & Salas, E. (2003). The role of shared cognition in enabling shared leadership and team adaptability. In C.L. Pearce & J.A. Conger (Eds.) Shared leadership: Reframing the hows and whys of leadership. (pp.103-122).
  22. Cameron, K. (1986). A study of organizational effectiveness and its predictors. Management Science, 32 (1), 87-112.
  23. Carley, K. & Palmquist, M. (1992). Extracting, representing and analyzing mental models. Social Forces, 70 (3), 601- 636.
  24. Carloss, R. (1999) The hidden rules of the superintendency. School Administrator, 56 (11), 46.
  25. Carr, P., & Klassen, T. (1997a). Different perceptions of race in education: Racial minority and white teachers. Canadian Journal of Education, 22 (1), 67-81.
  26. Carr, P., & Klassen, T. (1997b). Institutional barriers to the implementation of antiracist education: A case study of the secondary system in a large, urban school board. Journal of Educational Administration and Foundations, 12 (1), 46-68.
  27. Cheng Gorman, J., & Balter, L. (1997). Culturally sensitive parent education: A critical review of quantitative research. Review of Educational Research, 67(3), 339-369.
  28. Conley, S. (1991). Review of research on teacher participation in school decision making. Review of research in teacher education (pp. 225-266).Washington, DC: American Educational Research Association.
  29. Corcoran, T., Fuhrman, S., & Belcher, C. (2001). The district role in instructional improvement. Phi Delta Kappan, 83 (1), 78-84.
  30. Corson, D. (1996). Emancipatory discursive practices. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 1043-1067). The Netherlands: Kluwer Academic Publishers.
  31. Cox, J.F., Pearce, C.L., & Perry, M.L. (2003). Toward a model of shared leadership and distributed infl uence in the innovation process: How shared leadership can enhance new product development teach dynamics and effectiveness. In C.L. Pearce & J.A. Conger (Eds.) Shared leadership: Reframing the hows and whys of leadership. (pp. 48-76). Thousand Oaks, CA: Sage.
  32. Cuban, L. (1984). Transforming the frog into a prince: Effective schools research, policy, and practice at the district level. Harvard Educational Review 54 (2), 129- 151.
  33. Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56 (1), 16-36.
  34. Darling-Hammond, L. (1989). Accountability for professional practice. Teachers College Record, 91(1), 59-80.
  35. Darling-Hammond, L. (1990). Teacher professionalism: Why and how? Schools as collaborative cultures: Creating the future now. Bristol, PA: The Falmer Press.
  36. Darling-Hammond, L. (1998). Alternatives to grade retention. The School Administrator, 55 (7), 18-21.
  37. Darling-Hammond, L., & Youngs, P. (2002). Defi ning "highly qualifi ed teachers": What does "scientifi cally-based research" actually tell us? Educational Researcher, 31(9), 13-25.
  38. Day, C. Harris, A., Hadfi eld, M., Tolley, H., & Beresford, J. (2000). Leading schools in times of change. Buckingham, England: Open University Press
  39. DiMaggio, P. (Ed.). (1997). Culture and cognition. Annual Review of Sociology.
  40. Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38 (4), 379-396.
  41. Doyle, D. & Pimentel, S. (1993). A study in chance: Transforming the Charlotte- Mecklenburg schools. Phi Delta Kappan., 74 (7), 534-539.
  42. Duke, D. L., Showers, B. K., & Imber, M. (1981). Studying shared decision making in schools. In S.B. Bacharach (Ed.), Organizational behavior in schools and school districts (pp. 245-276). New York: school districts (pp. 245-276). New York: school districts Praeger.
  43. Dutro, E. F., Chesley, M., Koch, R., Roop, L .J., & Wixon, K. (2002). When state policies meet local district contexts: Standards-based professional development as a means to individual agency and collective ownership. Teachers College Record, 104 (4), 787-811.
  44. Englert, R. M. (1993). Understanding the urban context and conditions of practice of school administration. In P. Forsyth & M. Tallerico (Eds.), City schools: Leading the way (pp. 1-63). Newbury Park, CA: the way (pp. 1-63). Newbury Park, CA: the way Corwin Press.
  45. Epstein, J. (1995). School/family partnerships: Caring for the children we share. Phi Delta Kappan, 76 (9), 701-712.
  46. Finn, J. D. (2002). Small classes in American schools: Research, practice, and politics. Phi Delta Kappan, 83 (7), 551- 560.
  47. Finn, J. D. & Achilles, C. M. (1999) Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis, 21(2), 104- 105.
  48. Firestone, W. (1989). Using reform: Conceptualizing district initiative. Educational Evaluation and Policy Analysis, 11(2), 151-164.
  49. Firestone, W., Meyrowitz, D., & Fairman, J. (1998). Performance-based assessment and instructional change: The effects of testing in Maine and Maryland. Educational Evaluation and Policy Analysis, 20 (2), 95-113.
  50. Fitzpatrick, J. L., & Hero, R. E. (1988). Political culture and political characteristics of the American states: A consideration of some old and new questions. The Western Political Quarterly, 41(1), 145-153.
  51. Fletcher, J. K., & Kaufer, K. (2003). Shared leadership: Paradox and possibility. In C.L. Pearce & J.A. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership. (pp. 21-47). Thousand Oaks, CA: Sage.
  52. Floden, R. E., Porter, A. C., Alford, L. E., Freeman, D. J., Irwin, S., Schmidt, W. H., et al. (1988). Instructional leadership at the district level: A closer look at autonomy and control. Educational Administration Quarterly, 24 (2), 96-124.
  53. Ford, C. (1996). A theory of individual creative action in multiple social domains. The Academy of Management Review 21(4), 1112-1142.
  54. Foster, W. (1989). The administrator as a transformative intellectual. Peabody Journal of Education, 66 (3), 5-18.
  55. Foster, J. E. (1993). Reviews of research: Retaining children in grade. Childhood Education, 70 (1), 38-43.
  56. Fuhrman, S., Clune, W., & Elmore, R. (1988). Research on education reform: Lessons on the implementation of policy. Teachers College Record, 90 (2), 237-57.
  57. Fuhrman, S. & Elmore, R. (1990). Understanding local control in the wake of state education reform. Educational Evaluation and Policy Analysis, 12 (1), 82- 96.
  58. Furman, G. (1999). School as community: Editor's forward. Educational Administration Quarterly, 35 (1), 6-12.
  59. Fullan, M. (1985). Change process and strategies at the local level. The Elementary School Journal, 84 (3), 391-420.
  60. Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.
  61. Gastil, J. (1997). A defi nition and illustration of democratic leadership. In K. Grint (Ed.), Leadership: Classical, contemporary, and critical approaches. Oxford: Oxford University Press.
  62. Geijsel, F. Sleegers, P., Leithwood, K., & Jantzi, D. (2003). Transformational leadership effects on teacher commitment and effort toward school reform. Journal of Educational Administration.
  63. Gezi, K. (1990). The role of leadership in inner-city schools. Educational Research Quarterly, 12 (4), 4-11.
  64. Giddens, A. (1984). The constitution of society: Outline of a theory of structuration. Berkeley, University of California Press.
  65. Goldhaber, D., & Brewer, D. (2000). Does teacher certifi cation matter? High school teacher certifi cation status and student achievement. Educational Evaluation and Policy Analysis, 22 (2), 129-145.
  66. Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press.
  67. Grant, S. G. (2001). An uncertain lever: Exploring the infl uence of state-level testing in New York state on teaching social studies. Teachers College Record, 103 (3), 398-426.
  68. Greeno, J. (1997). On claims that answer the wrong questions. Educational Researcher, 26 (1), 5-17.
  69. Griffi th, J. (2001). Principal leadership of parent involvement. Journal of Educational Administration, 39 (2), 162-186.
  70. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration. (pp. 653-696). The Netherlands: Kluwer.
  71. Hacsi, T. A. (2002). Children as pawns: The politics of political reform. Cambridge, MA: Harvard University Press.
  72. Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. Elementary School Journal, 96 (5), 527-549.
  73. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 723- 783). The Netherlands: Kluwer Academic Publishers.
  74. Hallinger, P., & Heck, R.H. (1996b). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32 (1), 5-44.
  75. Hallinger, P., & Heck, R. H. (1998). Exploring the principal's contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9 (2), 157-191.
  76. Hallinger, P., & Heck, R. (1999). Next generation methods for the study of leadership and school improvement. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration, second edition (pp. 141-162). San Francisco: Jossey-Bass.
  77. Hallinger, P., & Heck, R. (2002). What do you call people with visions? The role of vision, mission, and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration. (pp. 9-40). The Netherlands: Kluwer.
  78. Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. Elementary School Journal, 86 (2), 217-247.
  79. Hamilton, D. N., Ross, P. H., Steinbach, R., & Leithwood, K. (1996). Differences in the socialization experiences of promoted and aspiring school administrators. Journal of School Leadership, 6 (4), 346-367.
  80. Haney, W. (2001). Response to Skrla et al.: The illusion of educational equity in Texas: A commentary on "accountability for equity." International Journal of Leadership in Education, 4 (3), 267-275.
  81. Hannaway, J. (2003). Accountability, assessment, and performance issues: We've come a long way...or have we? In W. L. Boyd & D. Miretzkey (Eds.), American educational governance on trial: Change and challenges (pp. 20-36). Chicago: National challenges (pp. 20-36). Chicago: National challenges Society for the Study of Education, University of Chicago Press.
  82. Hargreaves, A. (1990). Teachers' work and the politics of time and space. Qualitative Studies in Education, 3 (4), 303-320.
  83. Hargreaves, A. (1992). Time and teachers' work: An analysis of the intensifi cation thesis. Teachers College Record, 94 (1), 87- 108.
  84. Hargreaves, A. (1994). Intensifi cation: Teachers' work -better or worse? In A. Hargreaves (Ed.), Changing teachers, changing times: Teachers' work and culture in the postmodern age (pp. 117-140). in the postmodern age (pp. 117-140). in the postmodern age Toronto: OISE Press.
  85. Hart, A. & Ogawa, R. (1987). The infl uence of superintendents on the academic achievement of school districts. The Journal of Educational Administration 25 (1), 72-84.
  86. Hatton, E. (2001). School development planning in a small primary school: Addressing the challenge in rural NSW. Journal of Educational Administration, 39 (2), 118-133.
  87. Henderson, A., & Berla, N. (1994). (Eds.). A new generation of evidence: The family is critical to student achievement. Columbia, MD: National Committee for Citizens in Education.
  88. Hightower, A. M. (2002). San Diego's Big Boom: Systemic instructional change in the central offi ce and schools. In A. M. Hightower, M. S. Knapp., J. A. Marsh., & M. W. McLaughlin (Eds). School districts and instructional renewal. New York, NY: Teachers College Press.
  89. Hightower, A. M., Knapp, M. S., Marsh, J. A., & McLaughlin, M. W. (Eds) (2002). School districts and instructional renewal. New York, NY: Teachers College Press.
  90. Hightower, A. M., Knapp, M. S., Marsh, J. A., & McLaughlin, M. W. (2002). The district role in instructional renewal: Making sense and taking action. In A. M. Hightower, M. S. Knapp., J. A. Marsh., & M. W. McLaughlin (Eds). School districts and instructional renewal. New York, NY: Teachers College Press.
  91. Hill, P. (1998). Shaking the foundations: Research-driven school reform, School effectiveness and school improvement, 9 (4), 419-436.
  92. Hilliard, A. G. (2000). Excellence in education versus high-stakes standardized testing. Journal of Teacher Education, 51(4), 293-304.
  93. Holland, A., & Ambre, T. (1987). Participation in extracurricular activities in secondary school: What is known, what needs to be known? Review of Educational Research, 57(4), 437-466.
  94. Hord, S., Stiegelbauer, S., & Hall, G. (1984). How principals work with other change facilitators. Education and Urban Society, 17(1), 89-109.
  95. Ingram, D., Louis, K. S., & Schroeder, R. (in press). Accountability policies and teacher decision making. Teachers College Record. Record. Record
  96. Jagers, R. F., &Carroll, G. (2002). Issues in educating African-American children and youth. In S. Stringfi eld & D. Land (Eds.), Educating at-risk students: 101st yearbook of the National Society for the Study of Education (pp. 49-65). Chicago: University of Chicago Press.
  97. Jermier, J.M., & Kerr, S. (1997). Substitutes for leadership: Their meaning and measurement -contextual recollections and current observations. The Leadership Quarterly, 8, 95-101. Leadership Quarterly, 8, 95-101.
  98. Leadership Quarterly
  99. Kagan, D. (1988). Teaching as clinical problem solving: A critical examination of the analogy and its implications. Review of Educational Research, 58 (4), 482-505.
  100. Kelley, C., Kimball, S., & Conley, S. (2000). Payment for results: Effects of the Kentucky and Maryland group-based performance award systems. Peabody Journal of Education, 75 (4), 159-199.
  101. Kirshner, D., & Whitson, J. (1998). Obstacles to understanding cognition as situated. Educational Researcher, 27(8), 22-27.
  102. LaRocque, L. & Coleman, P. (1990). Quality control: School accountability and district ethos. In M. Holmes, K. Leithwood, & D. Musella (Eds.), Educational policy for effective schools, (pp. 168-191). Toronto, ON: OISE Press.
  103. Larson, C.L., & Murtadha, K. (2002). Leadership for social justice. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 134-161). Chicago: University of Chicago Press.
  104. Lee, V. (2000). School size and the organization of secondary schools. In M. T. Hallinan (Ed.), Handbook of the Sociology of Education (pp. 327-344). New York: Klewer/Plenum.
  105. In L. Darling-Hammond (Ed.), Review of Research in Education, 19 (pp. 171-267). Research in Education, 19 (pp. 171-267). Research in Education, 19 Washington, DC: American Educational Research Association.
  106. Lee, V., Ready, D., & Johnson, D. (2001). The diffi culty of identifying rare samples to study: The case of high schools divided into schools-within-schools, Educational Evaluation and Policy Analysis, 23 (4), 365- 379.
  107. Lee, V. E. & J. Smith (1997). High school size: Which works best and for whom? Educational Evaluation and Policy Analysis 19 (3): 205-227.
  108. Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers' professional learning (pp. 146-169). London: The Falmer Press.
  109. Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1(4), 249-280.
  110. Leithwood, K., Jantzi, D., Earl, L., Watson, N., & Fullan, M. (in press). Strategic leadership for large-scale reform. School Leadership and Management.
  111. Leithwood, K., Steinbach, R., & Begley. P. (1992). Socialization experiences: Becoming a principal in Canada. In F.W. Parkay & G.E. Hall (Eds.), Becoming a principal: The challenges of beginning leadership (pp. 284-307). Boston: Allyn and Bacon.
  112. Leithwood, K., & Louis, K. S., (Eds.) (1999). Organizational learning in schools. The Netherlands: Swets and Zeitlinger.
  113. Leithwood, K., & Menzies, T. (1998a). Forms and effects of school-based management: A review. Educational Policy, 12 (3), 325-346.
  114. Leithwood, K., & Menzies, T. (1998b). A review of research concerning the implementation of site-based management. School Effectiveness and School Improvement, 9 (3), 233-285.
  115. Leithwood, K. (2001). School leadership and educational accountability, International Journal of Educational Leadership, 3 (4), 217-237.
  116. Leithwood, K., & Prestine, N. (2002). Unpacking the challenges of leadership at the school and district level. In J. Murphy (Ed.), Challenges of school leadership (NSSE Yearbook). Chicago: University of Chicago Press.
  117. Leithwood, K. A. & Steinbach, R. (1995). Expert problem solving: Evidence from school and district leaders (SUNY Series, school and district leaders (SUNY Series, school and district leaders Educational Leadership). Albany, NY: State University of New York Press.
  118. Levy, F., & Murnane, R. (2001). Will standards-based reforms improve the education of students of color? National Tax Journal, 54 (2), 401-415.
  119. Linn, R. (2000). Assessments and accountability. Educational Researcher, 29 (2), 4-16.
  120. Little, J. W. (1990). Conditions of professional development in secondary schools. In M.W. McLaughlin, J.E. Talbert, & N. Bascia (Eds.), The contexts of teaching in secondary schools: Teachers' realities (pp. 187-223). New York: Teachers College Press.
  121. Little, J. W. (2000). Organizing schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as a learning profession: Handbook of policy and practice.
  122. Locke, E. A., Latham, G. P., & Eraz, M. (1988). The determinants of goal commitment. Academy of Management Review, 13, 23-29.
  123. Lord, R. G., &Maher, K. (1993). Leadership and information processing. London: Routledge.
  124. Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
  125. Louis, K. S. (1989). The role of the school district in school improvement. In M. Holmes, K. Leithwood, & D. Musella (Eds.), Educational policy for effective schools. (pp. 145-167). Toronto, ON: OISE Press.
  126. Louis, K. S. (in press). Democratic schools in democratic communities: Refl ections in an international context. Leadership and Policy in Schools.
  127. Louis, K. S., & Dentler, R. (1988). Knowledge use and school improvement. Curriculum Inquiry, 18 (1), 32-62.
  128. Louis, K. S., & Kruse, S. (1995). Professionalism and community: Perspectives from urban schools. Thousand Oaks, CA: Corwin Press.
  129. Louis, K. S., & Kruse, S., Raywid, M. A. (1995). Putting teachers at the center of reform. NASSP Bulletin, 80, 9-21.
  130. Louis, K. S., & Marks, H. (1998). Does professional community affect the classroom? Teachers' work and student experiences in restructuring schools. American Journal of Education, 106 (4), 532-575.
  131. Louis, K. S., Marks, H.M., & Kruse, S. (1996). Teachers' professional community in restructuring schools. American Educational Research Journal, 33 (4), 757- 798.
  132. Louis, K. S., & Miles, M. B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
  133. Louis, K. S., Rosenblum, S., & Molitor, J. (1981). Strategies for knowledge use and school improvement. Final report to National Institute of Education. Cambridge, MA.: ABT Associates.
  134. Louis, K. S., Toole, J., & Hargreaves, A. (1999). Rethinking school improvement. In J. Murphy & K.S. Louis (Eds.), Handbook of research on educational administration, second edition. San Francisco: Jossey-Bass.
  135. Manz, C. C., & Sims, H. P., Jr. (1980). Self-management as a substitute for leadership: A social learning perspective. Academy of Management Review, 5, 361- 367.
  136. Manz, C.C., & Sims, H.P., Jr. (1993). Business without bosses. New York: Wiley.
  137. Marks, H., Louis, K. S., & Printy, S. (2000). The capacity for organizational learning: Implications for pedagogical quality and student achievement. In K. Leithwood (Ed.), Understanding schools as intelligent systems. (pp. 239-266). Stamford, CT: JAI Press.
  138. Marsh, J. (2002). How districts relate to states, schools, and communities: A review of emerging literature. In A.
  139. Hightower, M. S. Knapp, J. Marsh, &M. McLaughlin (Eds). (2002). School districts and instructional renewal (pp. 25-40). New and instructional renewal (pp. 25-40). New and instructional renewal York, NY: Teachers College Press.
  140. Marshall, C., Mitchell, D. & Wirt, F. M. (1989). Culture and education policy. Bristol, PA: The Falmer Press.
  141. Marshall, C., Patterson, J. A., Rogers, D., & Steele, J. (1996). Caring as career: An alternative perspective for educational administration. Educational Administration Quarterly, 32 (2), 271-294.
  142. Massell, D. & Goertz, M. (2002). District strategies for building instructional capacity. In A. Hightower, M. S. Knapp, J. Marsh, &M. McLaughlin (Eds). (2002). School districts and instructional renewal (pp. 43-60). New York, NY: Teachers College Press,
  143. McCarthy, M. M. (2002). Educational leadership preparation programs: A glance at the past with an eye toward the future. Leadership and Policy in Schools, 1(3), 201- 221.
  144. McColl-Kennedy, J. R. & Anderson, R. D. (2002). Impact of leadership style and emotions on subordinate performance, The Leadership Quarterly, 13 (5), 545-559.
  145. McCoy, A. R., & Reynolds, A. J. (1999). Grade retention and school performance: An extended investigation. Journal of School Psychology, 37(3), 273-298.
  146. McDonnell, L. M. (1994). Assessment policy as persuasion and regulation. American Journal of Education, 102 (4): 394-420.
  147. McLaughlin, M. (1987) Forge alliances with key groups. Executive Educator, 9 (11), 21,30.
  148. McLaughlin, M. & Talbert, J. (2002). Reforming districts. In A. Hightower, M. S. Knapp, J. Marsh, &M. McLaughlin (Eds). (2002). School districts and instructional renewal (pp. 173-192). New instructional renewal (pp. 173-192). New instructional renewal York, NY: Teachers College Press.
  149. McLaughlin, M. (Ed) (2002). School districts and instructional renewal. New York, NY: Teachers College Press.
  150. McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Routledge/Falmer.
  151. Mehan, H. (1984). Institutional decision- making. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
  152. Meier, D. (2002). Standardization versus standards. Phi Delta Kappan, 84 (3), 190- 198.
  153. Meyer, J. & Rowan, B. (1977). Institutionalized organizations: formal structure as myth and ceremony. American Journal of Sociology 83 (4): 340-363.
  154. Miller, S. (2002). Conversations from the commissions: Refl ective teaching in the panic of high-stakes testing. English Education, 34 (2), 164-168.
  155. Milstein, M. (Ed.) (1993). Changing the way we prepare educational leaders. Newbury Park, CA: Corwin Press.
  156. Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4 (4), 290-310.
  157. Murphy, J. (Ed.) (1993). Preparing tomorrow's school leaders: Alternative designs. University Park, PA: UCEA.
  158. Murphy, J. & Hallinger, P. (1986). The superintendent as instructional leader: Findings from effective school districts. The Journal of Educational Administration 24 (2), 213-236.
  159. Murphy, J., & Hallinger, P. (1988). Characteristics of instructionally effective school districts. Journal of Educational Research, 81(3), 175-181
  160. Newmann, F., Smith B., Allensworth, E., & Bryk, A. (2001). Instructional program coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23 (4), 297-321.
  161. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
  162. O'Day, J. (1996). Incentives and student performance. In S. Fuhrman & J. O'Day (Eds.), Rewards and reform: Creating educational incentives that work. San Francisco: Jossey-Bass.
  163. O'Day, J. (2002). Complexity, accountability, and school improvement. Harvard Educational Review, 72 (3), 293- 329.
  164. Ornstein, A. C. (1983). Administrative decentralization and community policy: Review and outlook. Urban Review, 15 (1), 3-10.
  165. Parker, K., Leithwood, K. (2000). The infl uence of school councils on school and classroom practices, Peabody Journal of Education, 75 (4) 37-65.
  166. Pittman, T. S. (1998). Motivation. In D.T. Gilbert, S. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (4th ed., Vol. 1, pp. 549-590). Boston: McGraw-Hill.
  167. Porter, A. (1989). External standards and good teaching: The pros and cons of telling teachers what to do. Educational Evaluation and Policy Analysis, 11(4), 343- 356.
  168. Porter, A. (1993). School delivery standards. Educational Researcher, 22 (5), 24-30.
  169. Pounder, D. G. (1999). Teacher teams: Exploring job characteristics and work-related outcomes of work-group enhancement. Education Administration Quarterly 35 (3): 317-48.
  170. Pounder, D. G., Ogawa, R. T., & Adams, E. A. (1995). Leadership as an organization-wide phenomena: Its impact on school performance. Educational Administration Quarterly, 31(4), 564-588.
  171. Purkey, S., & Smith, M. (1985). School reform: The district policy implications of the effective school literature. The Elementary School Journal, 85 (3), 353-89.
  172. Putnam, R. D. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher, 29 (1), 4-15.
  173. Raelin, J. A. (1997). A model of work- based learning. Organization Science, 8 (6), 563-578.
  174. Reitzug, U., & Reeves, J. (1992). Miss Lincoln doesn't teach here: A descriptive narrative and conceptual analysis of a principal's symbolic leadership, Educational Administration Quarterly, 28 (2), 185-219.
  175. Resnick, L., & Glennan, T. (2002). Leadership for learning: A theory of action for urban school districts. In A. Hightower, M. S. Knapp, J. Marsh, &M. McLaughlin (Eds). (2002). School districts and instructional renewal. (pp.160-172). New York, NY: Teachers College Press.
  176. U.S. school reform policy, state accountability systems, and the limited English profi cient students. Journal of Education Policy, 16 (2), 163- 178.
  177. Reynolds, A. J. (1992). Grade retention and school adjustment: An explanatory analysis. Educational Evaluation and Policy Analysis, 14 (2), 101-121.
  178. Riehl, C. J. (2000). 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, 70 (1), 55-81.
  179. Riehl, C. (in press). Leadership and diversity. In N. Bascia, A. Datnow, A. Cumming, K. Leithwood & D. Livingstone (Eds.) Handbook of Educational Policy. Boston: Kluwer Academic Press.
  180. Roberts, N. (1985). Transforming leadership: A process of collection action. Human Relations, 38 (11), 1023-1046.
  181. Romberg, T. (1993). NCTM's standards: A rallying fl ag for mathematics teachers. Educational Leadership, 50 (5), 36-41. Educational Leadership, 50 (5), 36-41. Educational Leadership, 50
  182. Ross, J. A. (1995). Strategies for enhancing teachers' beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record, 97(2), 227-251.
  183. Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher effi cacy. Teaching and Teacher Education, 12 (4), 385-400.
  184. Rowan, B. (1996). Standards as incentives for instructional reform. In S.H. Fuhrman & J. O'Day (Eds.), Rewards and reform: Creating educational incentives that work. San Francisco: Jossey-Bass.
  185. Rubin, S., & Spady, W. (1984). Achieving excellence through outcome-based instructional delivery. Educational Leadership, 41(8), 37-44.
  186. Ruddock, J. (1988). The ownership of change as a basis for teachers' professional learning. In J. Calderhead (Ed.), Teachers' professional learning (pp. 146-169). professional learning (pp. 146-169). professional learning London: The Falmer Press.
  187. Ryan, J. (1998). Critical leadership for education in a postmodern world: Emancipation, resistance, and communal action. International Journal of Leadership in Education, 1(3), 257-278.
  188. Sabatier, P. A. (1991) Political science and public policy. P.S.: Political Science and Public Politics, 24 (2), 144-147. Public Politics, 24 (2), 144-147. Public Politics, 24
  189. Sanders, J., & Epstein, J. (1998). School- family-community partnerships and educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change. Dordrecht, The Netherlands: Kluwer Academic Publishers.
  190. Scardamalia, M., & Bereiter, C. (1990). Conceptions of teaching and approaches to core problems. In M.C. Reynolds (Ed.), Knowledge Base for the Beginning Teacher (pp. 37-46). Oxford: Pergammon Press.
  191. Scheurich, J. J. (1998). Highly successful and loving, public elementary schools populated mainly by low-SES children of color: Core beliefs and cultural characteristics. Urban Education, 33 (4), 451-491.
  192. Schrag, F. (1995). Teacher accountability: A philosophical view. Phi Delta Kappan, 76 (8), 642-644.
  193. Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
  194. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world. Cambridge: Cambridge University Press.
  195. Scribner, J. P., Cockrell, K., Cockrell, D., & Valentine, J. (1999). Creating professional communities in schools through organizational learning: An evaluation of a school improvement process. Education Administration Quarterly, 35 (1), 130-160.
  196. Sheppard, B. (1996). Exploring the transformational nature of instructional leadership. Alberta Journal of Educational Research, XLII (4), 325-344.
  197. Shields, C. M., LaRocque, L. J., & Oberg, S. (2002). A dialogue about race and ethnicity in education: Struggling to understand issues in cross-cultural leadership. Journal of School Leadership, 12 (2), 116-137.
  198. Shrum, W., & Wuthnow, R. (1988). Reputational status of organizations in technical systems. American Journal of Sociology, 93 (4), 882-912.
  199. Silins, H., Mulford, B., Zarins, S., & Bishop, P. (2000). Leadership for organizational learning in Australian secondary schools. In K. Leithwood (Ed.), Understanding schools as intelligent systems. (pp. 267-292). Stamford, CT: JAI Press.
  200. Simon, B. (2001) Family involvement in high school: Predictors and effects. NASSP Bulletin, 85 (2) 8-19.

200 of 238 shown

Cited by

Sorted by citations

Metadata

Authors
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K.
Published
2004-09-01
OpenAlex
W14114875
Cited by
506
References
0
Citations by year
2024: 3 · 2023: 4 · 2022: 12 · 2021: 7 · 2020: 20 · 2019: 16 · 2018: 19 · 2017: 14 · 2016: 31 · 2015: 48 · 2014: 50 · 2013: 66 · 2012: 54
Type
report
Language
en
Open access
Funders
American Educational Research Association
Topics
  • Social Sciences › Education › Educational Leadership and Practices
  • Social Sciences › Education › School Leadership and Teacher Performance
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
school leadership, student learning, academic performance, educational leadership, school climate

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