Research To Practice Leadership Development

Anderson, S., Leithwood, K., & Strauss, T. (2010). Leading data use in schools: Organizational conditions and practices at the school and district levels. Leadership and Policy in Schools, 9(3), 292-327.

Bagwell, J. L. (2019). Exploring the leadership practices of elementary school principals through a distributed leadership framework: A case study. Educational Leadership and Administration: Teaching and Program Development, 30, 83-103.

Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building exceptional schools. Jossey-Bass, San Francisco, CA.

Barber, M., Whelan, F., & Clark, M. (2010). Capturing the leadership premium: How the world’s top school systems are building leadership capacity for the future. New York, NY: McKinsey & Company.

Bartanen, B., Grissom, J. A., & Rogers, L. K. (2019). The Impacts of Principal Turnover. Educational Evaluation and Policy Analysis, 41(3), 350-374.

Berebitsky, D., Goddard, R. D., & Carlisle, J. F. (2014). An examination of teachers’ perceptions of principal support for change and teachers’ collaboration and communication around literacy instruction in Reading First schools. Teachers College Record, 116(4).

Booker, K., & Thomas, J. (2014). Impacts of New Leaders on student achievement in Oakland. Washington, DC: Mathematica Policy Research.

Brown, C., & Militello, M. (2016). Principal’s perceptions of effective professional development in schools. Journal of Educational Administration, 54(6), 703–726.

Brown III, G. (2015). What’s the difference? Principal practices that support the achievement of low-income students in demographically diverse schools. Academy of Educational Leadership Journal, 19(2), 11-31.

City, E. A., Elmore, R., Fiarman, S. E., and Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, MA: Harvard Education Press.

Cohen-Vogel, L., & Harrison, C. (2013). Leading with data: Evidence from the national center on scaling up effective schools. Leadership and Policy in Schools, 12(2), 122-145.

Corcoran, R. P. (2017). Preparing principals to improve student achievement. Child & Youth Care Forum, 46(5), 769–781.

Cornett, J. & Knight, J. (2009). Research on coaching. Coaching: Approaches and perspectives, 192-216.

Costa, A. L. & Garmston, R.J. (2015). Cognitive coaching: Developing self-direction leaders and learners. Rowman & Littlefield.

Crum, K. S., Sherman, W. H., & Myran, S. (2010). Best practices of successful elementary school leaders. Journal of Educational Administration, 48(1), 48-63.

Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. Kutztown, PA: National Commission on Teaching and America’s Future.

Dunkin, M. J. (1978). “Student Characteristics, Classroom Processes, and Student Achievement,” Journal of Educational Psychology 70, no. 6 (1978): 998–1009.

Fink, S. and Markholt, A. (2011). Leading for instructional improvement: How successful leaders develop teaching and learning expertise. San Franciso, CA: Jossey-Bass.

Finnigan, K. S. (2012). Principal leadership in low-performing schools: A closer look through the eyes of teachers. Education and Urban Society, 44(2), 183–202.

Garza, Jr, E., Drysdale, L., Gurr, D., Jacobson, S., & Merchant, B. (2014). Leadership for school success: Lessons from effective principals. The International Journal of Educational Management, 28(7), 798-811.

Gersten, R., Chard, D., and Baker, S. (2000). “Factors enhancing sustained use of research-based instructional practices.” Journal of Learning Disabilities, 33 (5), 445–457.

Goddard, R., Goddard, Y., Kim, E. S., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530.

Goddard, R. D., Skrla, L., & Salloum, S. J. (2017). The role of collective efficacy in closing student achievement gaps: A mixed methods study of school leadership for excellence and equity. Journal of Education for Students Placed at Risk, 22(4), 220–236.

Grissom, J. A., Loeb, S., & Mitani, H. (2015). Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness. Journal of Educational Administration, 53(6), 773-793.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Hasbrouck, J. (2017). Student-focused coaching. Theory Into Practice 56(1), 21-28. 

Hattie, J, (2009). Visible Learning; a synthesis of over 800 meta-analyses relating to achievement, Routledge, London.

Hitt, D. H., Woodruff, D., Meyers, C. V., & Zhu, G. (2018). Principal competencies that make a difference: Identifying a model for leaders of school turnaround. Journal of School Leadership, 28(1), 56–81.

Hollingworth, L., Olsen, D., Asikin-Garmager, A., & Winn, K. M. (2018). Initiating conversations and opening doors: How principals establish a positive building culture to sustain school improvement efforts. Educational Management Administration & Leadership, 46(6), 1014–1034.

Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal’s time use and school effectiveness. American Journal of Education, 116(4), 491–523.

Horng, E. & Loeb, S. (2010). New thinking about instructional leadership. Kappan. 92: 3, 66-69.

Honig, M.I. (2012). District central office leadership as teaching: How central office administrators support principal’s development as instructional leaders. Educational Administration Quarterly 2012 48:733-774.

Houchens, G. W., Hurt, J., Stobaugh, R., & Keedy, J. L. (2012). Doubleloop learning: A coaching protocol for enhancing principal instructional leadership. Qualitative Research in Education, 1(2), 135–178.

Jacobson, S. L., Brooks, S., Giles, C., Johnson, L., & Ylimaki, R. (2007). Successful leadership in three high-poverty urban elementary schools. Leadership and Policy in Schools, 6(4), 291-317.

Joyce, B., and Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Klar, H. W., & Brewer, C. A. (2013). Successful leadership in high-needs schools: An examination of core leadership practices enacted in challenging contexts. Educational Administration Quarterly, 49(5), 768-808.

Knight, J. (2009). Coaching. Journal of Staff Development, 30(1), 18-22.

Knoeppel, R. C., & Rinehart, J. S. (2008). Student achievement and principal quality: Explaining the relationship. Journal of School Leadership, 18(5), 501–527.

Kraft, M. A., Papay, J. P., Johnson, S. M., Charner-Laird, M., Ng, M., & Reinhorn, S. (2015). Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools. Educational Administration Quarterly, 51(5), 753–790.

Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning. Minneapolis, MN: University of Minnesota.

Lorton, J. A., Bellamy, G. T., Reece, A., & Carlson, J. (2013). Understanding schools as high-reliability organizations: An exploratory examination of teachers’ and school leaders’ perceptions of success. Journal of School Leadership, 23(6), 1047–1082.

Louis, K.S., Leithwood, K., Wahlstrom, K.L., & Anderson, S.E. (2010). Investigating the links to improved student learning: Final report of research findings. Learning from Leadership Project. Minneapolis, MN: University of Minnesota.

Lyman, L. L. (2008). Women principals leading learning at “poverty’s edge.” Journal of Women in Educational Leadership, 6(3), 187–200.

Neumerski, C. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here? Educational Administration Quarterly, 49(2), 310–347.

Okilwa, N., & Barnett, B. (2017). Sustaining school improvement in a high-need school. Journal of Educational Administration, 55(3), 297-315.

Printy, S. M. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187–226.

Sanzo, K. L., Sherman, W. H., & Clayton, J. (2011). Leadership practices of successful middle school principals. Journal of Educational Administration, 49(1), 31–45.

Sparks, G. M. (1983). “Synthesis of research on staff development for effective teaching.” Educational Leadership, 41 (3), 65–72.

Spillane, J.P., Halverson, R. & Diamond, J.B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36: 1, 3-34.

Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Taylor, R. T. (2010). Leadership to improve student achievement: Focus the culture on learning. AASA Journal of Scholarship & Practice, 7(1), 10–23.

Thompson, S., Ransdell, M. F., and Rousseau, C. K. (2005). Effective teachers in urban school settings: Linking teacher disposition and student performance on standardized tests, Journal of Authentic Learning, 2(1) p. 22, http://dspace.sunyconnect.suny. edu/bitstream/handle/1951/6596/thompson. pdf?sequence=1.

White-Smith, K. A. (2012). Beyond instructional leadership: The lived experiences of principals in successful urban schools. Journal of School Leadership, 22(1), 6-25.

Willingham, D. (2012). When can you trust the experts? How to tell good science from bad in education. Jossey-Bass, San Francisco, CA.

Yoon, S. Y. (2016). Principals’ data-driven practice and its influences on teacher buy-in and student achievement in comprehensive school reform models. Leadership and Policy in Schools, 15(4), 500–523.