Session Information
MC_Poster, Poster Session; Main Conference
All Poster are presented in the two Poster Sessions of ECER 2008: - 11 September 12.15 - 13.15 and - 12 September 12.15 - 13.15
Contribution
Method
Expected Outcomes
References
Acker-Hocevar, M., & Touchton, D. (1999). A model of power as social relationships: Teacher leaders describe the phenomena of effective agency in practice. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada. Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82, 443-449. Buckner, K. G., & McDowelle, J. O. (2000). Developing teacher leaders: Providing encouragement, opportunities, and support. NASSP Bulletin, 84(616), 35-41. Caine, G., & Caine, R. N. (2000). The learning community as a foundation for developing teacher leaders. NASSP Bulletin, 84(616), 7-14. Center for Research on the Context of Teaching. (2000). Assessing results: Bay Area School Reform Collaborative—Year 4. Stanford, CA: Center for Research on the Context of Teaching, Stanford University. Childs-Bowen, D., Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP Bulletin, 84(616), 27-34. Cochran-Smith, M., & Lytle, S. L. (1998). Teacher research: The question that persists. International Journal of Leadership in Education, 1, 19-36. Cochran-Smith, M., & Lytle, S. L. (1999a). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24 (pp. 249- 305). Washington, DC: American Educational Research Association. Cochran-Smith, M., & Lytle, S. L. (1999b). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. Copland, M. A. (2001). Shared school leadership: Moving from role to function in an inquiry-based model of school reform. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. Coyle, M. (1997). Teacher leadership vs. school management: Flatten the hierarchies. The Clearing House, 70, 236-239. Crow, G. M., & Pounder, D. G. (2000). Interdisciplinary teacher teams: Context, design, and process. Educational Administration Quarterly, 36, 216-254. Crowther, F., Kaagen, S. S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press. Corbett, H. D. (1991). Community influence and school micropolitics: A case example. In The politics of life in schools: Power, conflict, and cooperation, ed. J. Blase, 73-95. Thousand Oaks, Calif.: Corwin Press. Darling-Hammond, L. (1988). Policy and professionalism. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 55- 77). New York: Teachers College Press. Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96, 87-106. Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass. Deal, T. E., & Peterson, K. D. (1998). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass. Dierks, K., Dillard, S., McElliot, K., Morgan, J., Schultz, B., Tipps, L., & Walentine, K. (1988). Teacher leadership: Commitment and challenge. Seattle: University of Washington, Puget Sound, Educational Consortium. Duke, D. L. (1994). Drift, detachment, and the need for teacher leadership. In D. R. Walling (Ed.), Teachers as leaders: Perspectives on the professional development of teachers (pp. 255- 273). Bloomington, IN: Phi Delta Kappa Educational Foundation. Duke, D. L., Showers, B. K., & Imber, M. (1980). Teachers and shared decision making: The costs and benefits of involvement. Educational Administration Quarterly, 16, 93-106. Fessler, R., & Ungaretti, A. (1994). Expanding opportunities for teacher leadership. In D. R. Walling (Ed.), Teachers as leaders (pp. 211- 222). Bloomington, IN: Phi Delta Kappa Educational Foundation. Fullan, M. G. (1998). Teacher leadership: A failure to conceptualize. In D. R. Walling (Ed.), Teachers as leaders (pp. 241-253). Bloomington, IN: Phi Delta Kappa Educational Foundation. Fullan, M. G. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press. Guiney, E. (2001). Coaching isn't just for athletes: The role of teacher leaders. Phi Delta Kappan, 82, 740-743. Firestone, W. A., & Bader, B. D. (1992). Redesigning teaching: Professionalism or bureaucracy? Albany, NY: SUNY Press. Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press. Fullan, M., & Hargreaves, A. (1992). Teacher development and educational change. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change. London: Falmer Press. Gates, G. S., & Siskin, D. (2001). Principal leadership styles and attitudes toward shared decision making with teachers. Planning and Changing, 32, 164-183. Griffin, G. A. (1995). Influences of shared decision making on school and classroom activity: Conversations with five teachers. Elementary School Journal, 96, 29-45. Griffin, G. A., Lieberman, A., & Jacullo-Noto, J. (1983). Interactive research and development on schooling: Executive summary of final report. Austin: University of Texas, Research and Development for Teacher Education. Hart, A. W. (1994). Creating teacher leadership roles. Educational Administration Quarterly, 30(4), 472-497. Hackman, J. R. (1990). Groups that work (and those that don’t). San Francisco: Jossey-Bass. Hackman, J. R. (1998). Why teams don’t work. In R. S. Tinsdale et al. (Eds.), Theory and research on small groups (pp. 245-267). New York: Plenum. Hackman, J. R., & Oldham, G. R. (1980). Work redesign. Reading, MA: Addison-Wesley. Hart, A. W. (1994). Creating teacher leadership roles. Educational Administration Quarterly, 30, 472-497. Henson, K. T. (1996). Teachers as researchers. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 53-64). New York: Macmillan. Institute for Educational Leadership. (2001). Leadership for student learning: Redefining the teacher as leader. Washington, DC: Author. Kahrs, J. R. (1996). Principals who support teacher leadership. New Directions for School Leadership, 1, 19-40. Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press. Keedy, T., & Finch, A. (1994). Examining teacher principal empowerment: An analysis of power. Journal of Research and Development in Education, 27, 162-173. Leithwood, K., & Jantzi, D. (2000). The effects of different sources of leadership on student engagement in school. In K. A. Riley & K. S. Louis (Eds.), Leadership for change and school reform: International perspectives (pp. 50-66). New York: Routledge/Falmer. Lieberman, A. (1992). Teacher leadership: What are we learning? In C. Livingston (Ed.), Teachers as leaders: Evolving roles (pp. 159-165). Washington, DC: National Education Association of the United States. Lieberman, A., & Miller, L. (1999). Teachers: Transforming their world and their work. New York: Teachers College Press. Lieberman, A., Saxl, E. R., & Miles, M. B. (1992). Teacher leadership: Ideology and practice. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 148-166). New York: Teachers College Press. Lichtenstein, G., McLaughlin, M. W., & Knudsen, J. (1992). Teacher empowerment and professional knowledge. In A. Lieberman (Ed.), The changing contexts of teaching. Ninety-first yearbook of the National Society for the Study of Education, Part I (pp. 3758). Chicago: National Society for the Study of Education. Little, J. W. (1988). Assessing the prospects for teacher leadership. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 78-106). New York: Teachers College Press. Livingston, C. (1992). Teacher leadership for restructured schools. In C. Livingston (Ed.), Teachers as leaders: Evolving roles (pp. 9-20). Washington, DC: National Education Association of the United States. Neuman, M., & Simmons, W. (2000). Leadership for student learning. Phi Delta Kappan, 82, 8-12. Newmann, F. M., & Wehlage, G. G. (1995). Successful school restructuring. Madison: Center on Organization and Restructuring of Schools, University of Wisconsin. Ogawa, R. T., & Bossert, S. T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31, 224-243. Ovando, M. N. (1996). Teacher leadership: Opportunities and challenges. Planning and Changing, 27, 30-44. Neuman, M., & Simmons, W. (2000). Leadership for student learning. Phi Delta Kappan, 82, 8-12. Newmann, F. M., & Wehlage, G. G. (1995). Successful school restructuring. Madison: Center on Organization and Restructuring of Schools, University of Wisconsin. Ogawa, R. T., & Bossert, S. T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31, 224-243. Ovando, M. N. (1996). Teacher leadership: Opportunities and challenges. Planning and Changing, 27, 30-44. Sheu, Terng-Ji(2001). The construction of power in school organization. Taipei: The Fifth Nan publication (in Chinese) Sheu, Terng-Ji(2005). A study on the indicator construction of teaching supervisor competences(2nd ed.). Taipei: Su Da publication (in Chinese) Troen, V., & Boles, K. (1994). Two teachers examine the power of teacher leadership. In D. R. Walling (Ed.), Teachers as leaders: Perspectives on the professional development of teachers (pp. 275- 286). Bloomington, IN: Phi Delta Kappa Educational Foundation. 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. Yukl, G. (1998). Leadership in organizations (4th ed.). Upper Saddle River, NJ: Prentice Hall.
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