Principals' instructional leadership and teacher development: Teachers' perspectives

Educational Administration Quarterly

Volumn 35, Issue 3, 1999, Pages 349-378

  Blase, Joseph ^a   Blase, Jo ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000989742     PISSN: 0013161X     EISSN: None     Source Type: Journal    
DOI: 10.1177/0013161x99353003     Document Type: Article

References (99)

1. Allport, G. (1942). The use of personal documents in psychological science. New York: Social Science Research Council.
2. Beck, L. G. (1994). Reclaiming educational administration as a caring profession. New York, NY: Teachers College Press.
3. Beck, L. G., & Murphy, J. (1994). Ethics in educational leadership programs: An expanding role. Thousand Oaks, CA: Corwin Press.
4. Beck, L. G., Murphy, J., Mertz, N. T., Starratt, R. J., Shapiro, J. P., Stefkovich, J. A., Duke, D., Grogan, M., & O'Keefe, J. (1997). Ethics in educational leadership programs: Emerging models. Columbia, MO: The University Council for Educational Administration.
5. Blase, J. (1987). Dimensions of effective school leadership: The teachers' perspective. American Educational Research Journal, 24(4), 589-610.
6. Blase, J. (1993). The micropolitics of effective school-based leadership: Teachers' perspectives. Educational Administration Quarterly, 29(2), 142-163.
7. Blase, J., & Blase, J. (1999a). Ineffective instructional leadership and its effects on classroom teaching. Manuscript in preparation.
8. Blase, J., & Blase, J. (1999b). Principals' instructional leadership and its effects on classroom teaching. Manuscript in preparation.
9. Blase, J., & Blase, J. R. (1994). Empowering teachers: What successful principals do. Thousand Oaks, CA: Corwin Press.
10. Blase, J., Blase, J. R., Anderson, G., & Dungan, S. (1995). Democratic principals in action: Eight pioneers. Thousand Oaks, CA: Corwin Press.
11. Blase, J., & Roberts, J. (1994). The micropolitics of teacher work involvement: Effective principals' impacts on teachers. Alberta Journal of Educational Research, 40(1), 67-94.
12. Blase, J. R., & Blase, J. (1996). Micropolitical strategies used by administrators and teachers in instructional conferences. Alberta Journal of Educational Research, XLII(4), 345-360.
13. Blase, J. R., & Blase, J. (1997). The fire is back! Principals sharing school governance. Thousand Oaks, CA: Corwin Press.
14. Blumberg, A. (1980). Supervisors and teachers: A private cold war. Berkeley, CA: McCutchan.
15. Blumberg, A., & Greenfield, W. (1986). The effective principal: Perspectives on school leadership (2nd ed.). Boston: Allyn & Bacon.
16. Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice Hall.
17. Bogdan, R., & Taylor, S. (1975). Introduction to qualitative research methods: A phenomenological approach to the social sciences. New York: John Wiley.
18. Bolman, L. G., & Deal, T. E. (1995). Leading with soul. San Francisco: Jossey-Bass.
19. Bossert, S., Dwyer, D., Rowan, B., & Lee, G. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.
20. Boyan, N. (1988). Describing and explaining administrative behavior. In N. J. Boyan (Ed.), Handbook of research in educational administration (pp. 77-97). New York: Longman.
21. Bredeson, P. V. (1989). Redefining leadership and the roles of school: Responses to changes in the professional work life of teachers. High School Journal, 23(1), 9-20.
22. Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
23. Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
24. Cangelosi, J. S. (1991). Evaluating classroom instruction. New York: Longman.
25. Cogan, M., Anderson, R. H., & Krajewski, R. (1993). Clinical supervision: Special methods for the supervision of teachers (3rd ed.). Fort Worth, TX: Harcourt Brace.
26. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row.
27. Dewey, J. (1933). How we think. Lexington, MA: D. C. Heath.
28. Dowling, G., & Sheppard, K. (1976). Teacher training: A counseling focus. Paper presented at the national convention of Teachers of English to Speakers of Other Languages, New York.
29. Dungan, S. L. (1993). Effects of evaluation, demographics, and perception on control strategies in supervisory conferences in the southeast. Unpublished doctoral dissertation, University of Georgia, Athens.
30. Foster, W. (1986). Paradigms and promises: New approaches to educational administration. Buffalo, NY: Prometheus.
31. Freire, P. (1985). The politics of education: Culture, power and liberation. Hadley, MA: Bergin & Garvey.
32. Friedan, B. (1993). The fountain of age. New York: Simon & Schuster.
33. Fullan, M., & Miles, M. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73(10), 744-752.
34. Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York: Basic Books.
35. Giroux, H. A. (1992). Educational leadership and the crisis of democratic government. Educational Research, 21(4), 4-11.
36. Glanz, J. (1995). Exploring supervision history: An invitation and agenda. Journal of Curriculum and Supervision, 10(2), 95-113.
37. Glanz, J. (1997). The Tao of supervision: Taoist insights into the theory and practice of educational supervision. Journal of Curriculum and Supervision, 12(3), 193-211.
38. Glanz, J., & Neville, R. F. (1997). Educational supervision: Perspectives, issues, and controversies. Norwood, MA: Christopher-Gordon.
39. Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology.
40. Glaser, B. G. (1992). Basics of grounded theory analysis: Emergence vs. forcing. Mill Valley, CA: Sociology Press.
41. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
42. Glickman, C. D. (1985). Supervision of instruction: A developmental approach. Boston: Allyn & Bacon.
43. Glickman, C. D. (Ed.). (1992). Supervision in transition. Alexandria, VA: ASCD.
44. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (1995). Supervision of instruction: A developmental approach (3rd ed.). Boston: Allyn & Bacon.
45. Gordon, S. P. (1997). Has the field of supervision evolved to a point that it should be called something else? In J. Glanz & R. F. Neville (Eds.), Educational supervision: Perspectives, issues, and controversies (pp. 114-123). Norwood, MA: Christopher-Gordon.
46. Hallinger, P., & Heck, R. H. (1996a). The principal's role in school effectiveness: An assessment of methodological progress, 1980-1995. In K. Leithwood, J. Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.), International handbook of educational leadership and administration (pp. 723-783). Dordrecht, the Netherlands: Kluwer.
47. 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.
48. Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. Chicago: University of Chicago Press.
49. Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94-125.
50. Heck, R. H., & Marcoulides, G. A. (1993). Principal leadership behaviors and school achievement. NASSP Bulletin, 77(553), 20-28.
51. Herbert, J. M., & Tankersley, M. (1993). More and less effective ways to intervene with classroom teachers. Journal of Curriculum and Supervision, 9(1), 24-40.
52. Herzberg, F. (1966). Work and the nature of man. New York: World.
53. Hipp, K. A. (1995). Exploring the relationship between principals' leadership behaviors and teachers'sense of efficacy in Wisconsin middle schools. Unpublished doctoral dissertation, University of Wisconsin-Madison.
54. Holland, P. E. (1989). Implicit assumptions about the supervisory conference: A review and analysis of literature. Journal of Curriculum and Supervision, 4, 362-379.
55. Jarvik, L. (1987, November). Aging of the brain: How can we prevent it? Paper presented at the annual meeting of the Gerontological Society of America, Washington, DC.
56. Joyce, B., & Showers, B. (1995). Student achievement through staff development (2nd ed.). New York: Longman.
57. Joyce, B., & Weil, M. (1996). Models of teaching (5th ed.). Boston: Allyn & Bacon.
58. Kirby, P. C., & Colbert, R. (1992, April). Principals who empower teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
59. Labouvie-Vief, G. (1982). Dynamic development and mature autonomy. Human Development, 25, 186.
60. Larsen, M. L., & Malen, B. (1997, April). The elementary school principals' influence on teachers' curricular and instructional decisions. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
61. Leithwood, K. (1994). Leadership for school restructuring. Educational Administration Quarterly, 30(4), 498-518.
62. Leithwood, K., Begley, P., & Cousins, B. (1990). The nature, causes, and consequences of principals' practices: An agenda for future research. Journal of Educational Administration, 28(4), 5-31.
63. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
64. Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers' professional community in restructuring schools. American Educational Research Journal, 33(4), 757-789.
65. Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row.
66. Mead, G. H. (1934). Mind, self, and society. Chicago: University of Chicago Press.
67. Meltzer, B. N., Petras, J. W., & Reynolds, L. T. (1975). Symbolic interactionism: Genesis, varieties, and criticism. London: Routledge & Kegan Paul.
68. Merriam, S. B., & Clark, M. C. (1991). Lifelines: Patterns of work, love and learning in adulthood. San Francisco: Jossey-Bass.
69. Mezirow, J. D. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.
70. Mezirow, J. D. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.
71. Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: A source book of new methods. Beverly Hills, CA: Sage.
72. Murphy, J. (1992). The landscape of leadership preparation: Reframing the education of school administrators. Newbury Park, CA: Corwin Press.
73. Murphy, J., & Louis, K. S. (Eds.). (1994). Reshaping the principalship: Insights from transformational reform efforts. Thousand Oaks, CA: Corwin Press.
74. Noddings, N. (1986). Fidelity in teaching, teacher education, and research for teaching. Harvard Educational Review, 56(4) 496-510.
75. Pajak, E. (1989). Identification of supervisory proficiencies project. Alexandria, VA: ASCD.
76. Pajak, E. (1993). Approaches to clinical supervision: Alternatives for improving instruction. Norwood, MA: Christopher-Gordon.
77. Parkay, F. W., & Hall, G. E. (Eds.). (1992). Becoming a principal: The challenges of beginning leadership. Boston: Allyn & Bacon.
78. Pitner, N. (1988). The study of administrator effects and effectiveness. In N. Boyan (Ed.), Handbook of research in educational administration (pp. 99-122). New York: Longman.
79. Reitzug, U. C. (1994). A case study of empowering principal behavior. American Educational Research Journal, 31(2), 283-307.
80. Reitzug, U. C. (1997). Images of principal instructional leadership: From supervision to collaborative inquiry. Journal of Curriculum and Supervision, 12(4), 356-366.
81. Reitzug, U. C., & Cross, B. (1993, October). Deconstructing principal instructional leadership: From "super" vision to critical collaboration. Paper presented at the annual conference of the University Council for Educational Administration, Houston, TX.
82. Roberts, J. (1991). Administrator training: The instructional conference component. Journal of Educational Administration, 29(2), 38-49.
83. Rusch, E. A. (1993, April). Resistance to change: Fact or stereotype? Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
84. Schmuck, R., & Runkel, P. (1994). Handbook of organization development in schools (4th ed.). Prospect Heights, IL: Waveland Press.
85. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
86. Schön, D. A. (1988). Coaching reflective teaching. In P. P. Grimmett & G. F. Erickson (Eds.), Reflection in teacher education (pp. 19-30). New York: Teachers College Press.
87. Sergiovanni, T. J. (1992). Moral authority and the regeneration of supervision. In C. D. Glickman (Ed.), Supervision in transition: The 1992 ASCD yearbook (pp. 203-214). Reston, VA: Association for Supervision and Curriculum Development.
88. Sergiovanni, T. J. (1996). Moral leadership. San Francisco: Jossey-Bass.
89. Sergiovanni, T. J. (1997). How can we move toward a community theory of supervision? In J. Glanz & R. F. Neville (Eds.), Educational supervision: Perspectives, issues, and controversies (pp. 264-280). Norwood, MA: Christopher-Gordon.
90. Sergiovanni, T. J., & Starratt, R. J. (1998). Supervision: A redefinition (6th ed.). New York: McGraw-Hill.
91. Sheppard, B. (1996). Exploring the transformational nature of instructional leadership. Alberta Journal of Educational Research, 42(4), 325-344.
92. Short, E. C. (1995). A review of studies in the first 10 volumes of the Journal of Curriculum and Supervision. Journal of Curriculum and Supervision, 11(1), 87-105.
93. Smith, W., & Andrews, R. (1989). Instructional leadership: How principals make a difference. Alexandria, VA: Association for Supervision and Curriculum Development.
94. Smyth, J. (1997). Is supervision more than the surveillance of instruction? In J. Glanz & R. F. Neville (Eds.), Educational supervision: Perspectives, issues, and controversies (pp. 286-295). Norwood, MA: Christopher-Gordon.
95. Soder, R. (Ed.). (1995). Democracy, education, and the schools. San Francisco: Jossey-Bass.
96. Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. New York: Cambridge.
97. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
98. Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? Training, 32(6), 31-34, 36, 38, 40.
99. Zepeda, S. J., & Ponticell, J. A. (1996, April). At cross purposes: What do teachers need, want, and get from supervision? Paper presented at the annual meeting of the American Educational Research Association, New York.