EDU 8672Instructional Leadership Bibliography
EDU 8672
Instructional Leadership Bibliography
Achinstein, B., Ogawa, R. T., & Speiglman, A. (2004, Fall). Are we creating separate and unequal tracks of teachers? The effects of state policy, local conditions, and teacher characteristics on new teacher socialization. American Educational Research Journal, 41(3), 557-603.
Allen, L. (2004, December). From votes to dialogue: Clarifying the role of teachers' voices in school renewal. Phi Delta Kappan, 86(4), 318-321.
Allen, L. (2001, December). From plaques to practice: How schools can breathe life into their guiding beliefs. Phi Delta Kappan, 83(4), 289-293.Ancess, J. (2000, June). The reciprocal influence of teaching learning, teaching practice, school restructuring, and student learning outcomes. Teachers College Record, 102(3), 590-619.
Alvy, H. (2005, June). Preventing the loss of wisdom in our schools: Respecting and retaining successful veteran teachers. Phi Delta Kappan, 86(10), 764-766.
Ball, D. L., &
Cohen, D. K. (1999). Developing practice, developing practitioners:
Toward a practice-based theory of professional education. In L.
Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession:
Handbook of policy and practice
(pp. 3-32). San Francisco, CA: Jossey Bass.
Bambino, D. (2002, March). Critical Friends. Educational Leadership, 59(6), 25-27.
Barth, R. R. (2001, February). Teacher leader. Phi Delta Kappan, 82(6), 443-449.
Bascia, N., & Hargreaves, A. (2000). Teaching and leading on the sharp edge of change. In N. Bascia & A. Hargreaves, The sharp edge of educational change: Teaching, leading, and the realities of reform (pp. 3-26). New York: Routledge Falmer.
Beadie, N. (1996, Fall). From “teacher as decision maker” to teacher as participating in “shared decision making: Reframing the purpose of social foundations in teacher education. Teachers College Record, 98(1), 77-103.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5‑13.
Bernhardt, V. (2005, Feb.). Data tools for school improvement. Educational Leadership, 62(5), 66-68.
Berry, B., Johnson, D., & Montgomery, D. (2005, Feb.). The power of teacher leadership. Educational Leadership, 62(5), 56-60.
Beyer, L. E. (1991). Teacher education, reflective inquiry and moral action. In B. R. Tabachnich & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 113-129). Bristol, PA: The Falmer Press.
Birman, B. F., Desimone, L., Porter, A. C., & Garet, M. S. (2000, May). Designing professional development that works. Educational Leadership, 57(8), 28-33.
Blase, J., & Blase, J. (2002, Feb.). The Micropolitics of instructional supervision: A call for research. Educational Administration Quarterly, 38(1), 6-44.
Blase, J., & Blase, J. R. (1994). Empowering teachers: What successful principals do. Thousand Oaks, CA: Corwin Press.
Book, C. L. (1994). Implications of transactional communication and the constructivist view of learning for teaching and staff development. Journal of Management Systems, 6(1), 26-36.
Boone, E. J. (1985/1992). Developing programs in adult education (2nd ed.). Prospect Heights, IL: Waveland Press, Inc.
Borko, H. (2004, November). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Boudett, K. P., Murnane, R. J., City, E., & Moody, L. (2005, May). Teaching educators how to use student assessment data to improve instruction. Phi Delta Kappan, 86(9), 700-706.
Bradley, H. (1991). Staff development. Bristol, PA: The Falmer Press.
Borko, H. (2004, Nov.). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Bullough, R. V.
(1999, Winter). Past solutions to current problems in curriculum
integration: The contributions of Harold Alberty.
Journal of Curriculum and Supervision, 14(2), 156-170.
Bullough, R. V., & Gitlin, A. D. (1991). Educative communities and the development of the reflective practitioner. In B. R. Tabachnich & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 35-55). Bristol, PA: The Falmer Press.
Burney, D. (2004, March). Craft knowledge: The road to transforming schools. Phi Delta Kappan, 87(5), 526-531.
Burns, M. (2002, December). From compliance to commitment: Technology as a catalyst for communities of learning. Phi Delta Kappan, 84(4), 295-302.
Calhoun, E. F. (2002, March). Action research for school improvement. Educational Leadership, 59(6), 18-24.
Carter, K.
(1990). Teachers’ knowledge and learning to teach. In W. R. Houston
(Ed.),
Handbook of research on teacher education
(pp. 291-310). New York: Macmillan.
Checkley, K. (2000, May). The contemporary principal: New skills for a new age. Education Update, 43(3), 1, 4-6, 8.
Chokski, S. &
Fernandez, C. (2004, March). Challenges to importing Japanese lesson
study: Concerns, misconceptions, and nuances.
Phi Delta Kappan, 85(7), 520-525.
Connelly, F. M., &
Clandinin, D. J. (2000). Narrative understandings of teacher
knowledge.
Journal of Curriculum and Supervision,
15(4), 315-331.
Connelly, F. M., &
Clandinin, D. J. (1988). Teachers as curriculum planners:
Narratives of experience.
New York: Teachers College Press.
Costa, A. L., & Kallick, B. (2000, April). Getting into the habit of reflection. Educational Leadership, 57(7), 60-62.
Cronbach, L. J. (1963, May). Course improvement through evaluation. Teacher's College Record, 672‑86.
Cruickshank, D. R., & Hafele, D. (2001, February). Good teachers, plural. Educational Leadership, 58(5), 26-30.
Cuban, L. (1992). Managing dilemmas while building professional communities. Educational Researcher, 21(1), 4-11.
Danielson, C. (2001, February). New trends in teacher evaluation. Educational Leadership, 58(5), 12-15.
Daresh, J. C., &
Playko, M. A. (1995). Supervision as a proactive process:
Concepts and cases (2nd ed.).
Prospect Heights, IL: Waveland Press, Inc.
Darling-Hammond, L., Berry, B. T., Haselkorn, D., & Fideler, E. (1999). Teacher recruitment, selection, and induction: Policy influences on the supply and quality of teachers. In L. Darling‑Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 183-232). San Francisco, CA: Jossey Bass.
Datnow, A., & Castellano, M. E. (2001, April). Managing and guiding school reform: Leadership in “Success For All Schools.” Educational Administration Quarterly, 37(2), 219-249.
Davis, B. A. (1994). Mathematics teaching: Moving from telling to listening. Journal of Curriculum and Supervision, 9(3), 267-283.
Davis, E. A., & Krajcik, J. S. Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3-14.
Day, C. (2000, April). Beyond transformational leadership. Educational Leadership, 57(7), 56-59.
Duck, L. (2000, May). The ongoing professional journey. Educational Leadership, 57(8), 42-45.
DuFour, R. (2002, May). The learning-centered principal. Educational Leadership, 59(8), 12-15.
Dwyer, D. C.
(1984). The search for instructional leadership: Routines and subtleties
in the principal’s role.
Educational Leadership, 41(5), 32-37.
Easton, L. B. (2002, March). How the tuning protocol works. Educational Leadership, 59(6), 28‑30.
Edwards, A. D., & Westgate, D. P. B. (1994). Investigating classroom talk (2nd ed.). Bristol, PA: The Falmer Press.
Elmore, R., & Burney, D. (1999). Investing in teacher learning: Staff development and instructional improvement. In L. Darling‑Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 263-291). San Francisco, CA: Jossey Bass.
Feiler, R., Heritage, M., & Gallimore, R. (2000, April). Teachers leading teachers. Educational Leadership, 57(7), 66-69.
Feiman-Nemser, S.
(2001, December). From preparation to practice: Designing a continuum to
strengthen and sustain teaching.
Teachers College Record, 103(6), 1013-1044.
Fenwick, T. J. (2001, August). Teacher supervision through professional growth plans: Balancing contradictions and opening up possibilities. Educational Administration Quarterly, 37(3), 401‑424.
Fernandez, C., &
Chokshi, S. (2002, October). A practical guide to translating lesson
study for a U. S. setting. Phi Delta Kappan,
84(2), 128-134.
Ferrero, D. J. (2005, Feb). Pathways to reform: Start with values. Educational Leadership, 62(5), 8-14.
Fink, E., & Resnick, J. B. (2001, April). Developing principals as instructional leaders. Phi Delta Kappan, 82(2), 598-606.
Finn, L. E. (2002, March). Using video to reflect on curriculum. Educational Leadership, 59(6), 72‑74
Firestone, W. A., & Wilson, B. L. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal’s contribution. Educational Administration Quarterly, 21(2), 7‑30.
Freiberg, H. J. (2002, March). Essential skills for new teachers. Educational Leadership, 59(6), 56‑60.
Friedman, V. J.
(1997, Winter). Making schools safe for uncertainty: Teams, teaching, and
school reform. Teachers College Record,
99(2), 335-370.
Fullan, M. (2002, May). The change leader. Educational Leadership, 59(8), 16-20
Fullan, M. (2000, April). The three stories of education reform. Phi Delta Kappan, 81(8), 581-584.
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-26.
Fuller, F. F. & Brown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education (74th Yearbook of the National Society for the Study of Education, Pt. II, pp. 25-52). Chicago: University of Chicago Press.
Garet, M. S., Porter, A. C., DeSimone, L., Birman, B. F., & Yoon, K. S. (2001, Winter). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
Gilbert, L. (2005, May). What helps beginning teachers? Educational Leadership, 62(8), 36-39.
Ginsburg, M. B., & Murphy, D. (2000, May). How walkthroughs open doors. Educational Leadership, 59(8), 34-36.
Giroux, H. A. (1985). Teachers as transformative intellectuals. Social Education, 49(5), 376‑79.
Giroux, H. A. (1985). Intellectual labor and pedagogical work: Rethinking the role of the teacher as intellectual. Phenomenology +Pedagogy, 3(1), 20-32.
Giroux, H. A. (1985). Critical pedagogy and the resisting individual-Part II. Phenomenology +Pedagogy, 3(2), 84-97.
Giroux, H. A. (1992). Curriculum, multiculturalism, and the politics of identity. NASSP Bulletin, 76, 1-11.
Giroux, H. A. (1985). Teachers as transformative intellectuals. Social Education, 49(5), 376-379.
Gitlin, A. (1990). Understanding teachers dialogically. Teachers College Record, 91(4), 537-63.
Gitlin, A., & Goldstein, S. (1987). A dialogical approach to understanding: Horizontal evaluation. Educational Theory, 37(1), 17-27.
Glatthorn, A. A. (1994). Developing a quality curriculum. Alexandria, VA: Association for Supervision and Curriculum Development.
Gleave, D. (1997, September). Bifocals for teacher development and appraisal. Journal of Curriculum and Supervision, 12(3), 269-281.
Glickman, C. D. (2003, March). Symbols and celebrations that sustain education. Educational Leadership, 60(6), 34-38.
Glickman, C. D. (Ed.). (1992). Supervision in transition. Alexandria, VA: Association for Supervision and Curriculum Development.
Glickman, C. D.,
Gordon, S. P., & Ross-Gordon, J. M. (1995). Supervision of
instruction: A developmental approach (3rd ed.).
Boston, MA: Allyn and Bacon.
Goff, K. E.
(1998, Fall). Chaos, collaboration, and curriculum: A deliberative
process.
Journal of Curriculum and Supervision,
14(1), 29-42.
Goldberg, M. F. (2001, June). Leadership in education…five commonalities. Phi Delta Kappan, 82(10), 757-761.
Goodlad, J. I., Soder, R., & Sirotnik, K. A. (Eds.). (1991). The moral dimensions of teaching. San Francisco: Jossey-Bass Publishers.
Gordon, G. (1997). How to help beginning teachers succeed. Alexandria, VA: Association for Supervision and Curriculum Development.
Gordon, S. P. (1992). Perspectives and imperatives—Paradigms, transitions, and the new supervision. Journal of Curriculum and Supervision, 8(1), 62-76.
Grossman, P. L. (1989). Learning to teach without teacher education. Teachers College Record, 91, 192-208.
Grossman, P. L. (1990). The making of a teacher. New York: Teachers College Press.
Grossman, P., & Thompson, C. (2004, Winter). District policy and beginning teachers: A lens on teacher learning. Educational Evaluation and Policy Analysis, 26(4), 281-301.
Guskey, T. R. (2003, June). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750.
Guskey, T. R. (2002, March). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
Hargreaves, A., & Fink, D. (2003, May). Sustaining leadership. Phi Delta Kappan, 84(9), 693-700.
Hatch, T.
(2000, June). What does it take to break the mold? Rhetoric and
reality in new American schools. Teachers College Record,
102(3), 561-589.
Hawley, W., & Valli,
V. (1999). The essentials of effective professional development:
A new consensus. In L. Darling‑Hammond &
G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and
practice (pp. 127-150). San Francisco, CA: Jossey Bass.
Heritage, M., & Chen, E. (2005, May). Why data skills matter in school improvement. Phi Delta Kappan, 86(9), 707-710.
Hiebert, J., Gallimore, R., & Stigler, J. W. (2002, June/July). A knowledge base for the teaching profession: What would it look like and how could we get one? Educational Researcher, 31(5), 3‑15
Hoerr, T. R. (2005, May). Meeting new teachers’ personal needs. Educational Leadership, 62(8), 82-84.
Hoerr, T. R. (1996, January). Collegiality: A new way to define instructional leadership. Phi Delta Kappan, 77(5), 380-381.
Holloway, J. H.
(2003, November). Research link: Linking professional development to
student learning. Educational Leadership,
61(3), 85-87.
Holloway, J. H. (2000, April). The promise and pitfalls of site-based management. Educational Leadership, 57(7), 81-82.
Howard, B. B., & McColskey, W. H. (2001, February). Evaluating experienced teachers. Educational Leadership, 58(5), 48-51.
Hoy, A. W. (2001, Fall). Leading for learning: An educational psychologist’s perspective. UCEA Review, XLIII(3), 1-4.
Hoy, W. K., & Tschannen-Moran, M. (2000, Winter). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70(4), 547-593.
Hudson, J. S. (2002, March). Friday forums. Educational Leadership, 59(6), 76-77.
Ingersoll, R. M. (2001, Fall). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Iwanicki, E. R. (2001, February). Focusing teacher evaluations on student learning. Educational Leadership, 58(5), 57-59.
Jacobs, R. M. (1995). Communicating about Teaching: Pre-Service teacher curricula and communication theory. In J. Murphy & M. O’Hair (Eds.), Yearbook III of the Association of Teacher Educators (pp. 163-186). Newbury Park, CA: Sage Publications.
Joyce, B. (2004, September). How are professional learning communities created? Phi Delta Kappan, 86(1), 76-83.
Johnson, S. M. & Kardos, S. M. (2005, May). Bridging the generation gap. Educational Leadership, 62(8), 8-14.
Johnson, S. M., & Kardos, S. M. (2002, March). Keeping new teachers in mind. Educational Leadership, 59(6), 12-16.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
Kardos, S. M., Johnson, S. M., Peske, H. G., Kauffman, D., & Liu, E. (2001, April). Counting on colleagues: New teachers encounter the professional cultures of their schools. Educational Administration Quarterly, 37(2), 250-290.
Kelleher, J. (2003, June). A model for assessment-driven professional development. Phi Delta Kappan, 84(10), 751-756.
King, D. (2002, May). The changing shape of leadership. Educational Leadership, 59(8), 61-63.
King, M. B., & Newmann, F. M. (2000, April). Will teacher learning advance school goals? Phi Delta Kappan, 81(8), 576-580.
Kitchener, K. &
King, P. (1981). Reflective judgment concepts of justification and
their relationship to age and education.
Journal of Applied Developmental Psychology, 2, 89‑116.
Kohm, B. (2002, March). Improving faculty conversations. Educational Leadership, 59(8), 31-33.
Kohn, A. (2004, Nov.). Challenging students—and how to have more of them. Phi Delta Kappan, 86(3), 184-194.
Krug, S. E. (1992). Instructional leadership: A constructivist perspective. Educational Administration Quarterly, 28(3), 430-43.
Lambert, L. (2002, May). A framework for shared leadership. Educational Leadership, 58(8), 37‑40.
Langer, G. M. & Colton, A. B. (2005, Feb.). Looking at student work. Educational Leadership, 62(5), 22-26.
Levine, M. (2002, March). Why invest in professional development schools? Educational Leadership, 59(6), 65-68.
Levine, S. L. (1999). A passion for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Lewis, C., Perry, R., & Hurd, J. (2004, February). A deeper look at lesson study. Educational Leadership, 61(5), 18-22.
Lieberman, A. (1994). Teacher development, commitment, and challenge. In P. Grimmett & J. Neufeld (Eds.), Teacher development and the struggle for authenticity: Professional growth and restructuring in the context of change (pp. 15-30). New York: Teachers College Press.
Lieberman, A., & Grolnick, M. (1996, Fall). Networks and reform in American education. Teachers College Record, 98(1), 7-45.
Lieberman, A., & Miller, L. (1990). Restructuring schools: What matters and what works. Phi Delta Kappan, 71(10), 759-64.
Lieberman, A., &
Grolnick, M. (1999). Networks and reform in American education.
In L. Darling‑Hammond & G. Sykes (Eds.),
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Lieberman, A., &
Miller, L. (1990, Fall). Teacher development in professional
practice schools. Teachers College Record,
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Little, J. W. (2003, Aug.). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
Little, J. W. (1999). Organizing schools for teacher learning. In L. Darling‑Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco, CA: Jossey Bass.
Lortie, D. C. (1975). Schoolteacher. Chicago: University of Chicago Press.
Marshall, K.
(2003, May). Recovering from HSPS (hyperactive superficial principal
syndrome): A progress report. Phi Delta Kappan,
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Marshall, K. (1996, January). How I confronted HSPS (Hyperactive superficial principal syndrome). Phi Delta Kappan, 77(5), 336-345.
Marty, K., Barranco, K., & Van Caster, N. (2002, March). The PD certificate. Educational Leadership, 59(6), 69-71.
McCann, T. M., Johannessen, L.
R., & Ricca, B.
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Responding to new teachers’ concerns.
Educational Leadership,
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McBee, R. H., & Moss, J. (2002, March). PDS partnerships come of age. Educational Leadership, 59(6), 61-64.
McDonald, J. P. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.
McEntee, G. H.,
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At the heart of teaching: A guide to reflective practice.
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McEwan, E. K. (1994). 7 steps to effective instructional leadership. New York: Scholastic.
McKinnon, A. M., &
Grunau, H. (1994). Teacher development through reflection,
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Metzger, M. (2002, September). Learning to discipline. Phi Delta Kappan, 84(1), 77-84.
Middleton, V. A. (2000, May). A community of learners. Educational Leadership, 57(8), 51-53.
Moffett, C. A. (2000, April). Sustaining change: The answers are blowing in the wind. Educational Leadership, 57(7), 35-38.
Mohr, N., & Dichter, A. (2001, June). Building a learning organization. Phi Delta Kappan, 82(10), 744-747.
Molnar, A. (2005, Feb.). Ivy-covered malls and creeping commercialism. Educational Leadership, 62(5), 74-75.
Morris, M., Chrispeals, J., & Burke, P. (2003, June). The power of two: Linking external with internal teachers’ professional development. Phi Delta Kappan, 84(10), 764-767.
Murphy, J. (1990). Principal instructional leadership. In P. W. Thurston & L. S. Lotto (Eds.), Perspectives on the school. Advances in educational administration (Volume 1, Part B, 163‑200). Greenwich, CN: JAI Press Inc.
Neuman, M., & Simmons, W. (2000, September). Leadership for student learning. Phi Delta Kappan, 82(1), 9-12.
Normore, A. H. & Floyd, A. (2005, June). A rollercoaster ride: The twists and turns of a novice teacher’s relationship with her principal. Phi Delta Kappan, 86(10), 767-771.
Paez, M. (2003, June). Gimme that school where everything’s scripted! Phi Delta Kappan, 84(10), 757-763.
Painter, B. (2001, February). Using teaching portfolios. Educational Leadership, 58(5), 31-34.
Patterson, M. (2005, May). Hazed! Educational Leadership, 62(8), 20-23.
Pennell, J. R., & Firestone, W. A. (1996, Fall). Changing classroom practices though teacher networks: Matching program features with teacher characteristics and circumstances. Teachers College Record, 98(1), 46-76.
Perkins, S. J. (1998, Spring). On becoming a peer coach: Practices, identities, and beliefs of inexperienced coaches. Journal of Supervision and Curriculum, 13(3), 235-254.
Perrone, V. (1997, Summer). Reflections on teaching: Learning to teach and teaching to learn. Teachers College Record, 98(4), 637-652.
Peske, H. G., Liu, E., Johnson, S. M., Kauffman, D., & Kardos, S. M. (2001, December). The next generation of teachers: Conceptions of a career in teaching. Phi Delta Kappan, 83(4), 304-311.
Peterson, K. D., Wahlquist, C., Bone, K., Thompson, J., & Chatterton, K. (2002, February). Using more data sources to evaluate teachers. Educational Leadership, 58(5), 40-43.
Poglinco, S. M., &
Bach, A. J. (2004, January). The heart of the matter: Coaching as a
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Phi Delta Kappan, 85(5), 398-400.
Powell, W., & Napoliello, S. (2005, Feb.). Using observation to improve instruction. Educational Leadership, 62(5), 52-54.
Rallis, S. F., &
MacMullen, M. M. (2000, June). Inquiry-minded schools: Opening doors
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Phi Delta Kappan, 81(10), 766-772.
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Reitzug, U. C.
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Journal of Curriculum and Supervision, 12(4), 356-366.
Ribas, W. B. (2000,
April). Ascending the ELPS to excellence in your school district’s teacher
evaluation. Phi Delta Kappan,
81(8), 575-589.
Richard, A.
(2003, May). ‘Making our own road’: The emergence of school-based staff
developers in America’s public schools.
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Roberts, T., &
Trainor, A. (2004, March). Performing for yourself and others: The
Paideia coached project.
Phi Delta Kappan, 85(7), 513-519.
Rodgers, C. (2002, June). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 846-866.
Routman, R. (2002, March). Teacher talk. Educational Leadership, 59(6), 32-35.
Rubalcava, M. (2005, May). Let kids come first. Educational Leadership, 62(8), 70-72.
Sarason, S. B. (1999). Teaching as a performing art. New York: Teachers College Press.
Sawyer, L. (2001, February). Revamping a teacher evaluation system. Educational Leadership, 58(5), 44-47.
Schön, D. A. (1991). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Schoonmaker, F. (1998). Promise and possibility: Learning to teach. Teachers College Record, 99(3), 559-591.
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Sergiovanni, T. J. (1984). Expanding conceptions of inquiry and practice in supervision and evaluation. Educational Evaluation and Policy Analysis, 6(4), 355‑365.
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Shank, M. J. (2005, May). Common space, common time, common work. Educational Leadership, 62(8), 16-19.
Sickler, J. L. (1988, Jan). Teachers in charge: Empowering the professionals. Phi Delta Kappan, 69, 354-56 & 375-76.
Silva, D. Y., Gimbert, B., & Nolan, J. (2002, August). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779-804.
Silva, D. Y., & Dana, N. F. (2001, Summer). Collaborative supervision in professional development schools. Journal of Curriculum and Supervision, 16(4), 3005-321.
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Smith, T. M., & Ingersoll, R. M. (2004, Fall). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.
Smylie, M. A., & Brownlee-Conyers, J. (1992). Teacher leaders and their principals: Exploring the development of new working relationships. Educational Administration Quarterly, 28(2), 150-84.
Soronson, R., & Scott, J. (1997). Teaching and joy. Alexandria, VA: Association for Supervision and Curriculum Development.
Sparks, D. (2004, December). The looming danger of a two-tiered professional development system. Phi Delta Kappan, 86(4), 304-306.
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