Teacher leadership: Rationale, strategy and impact

School Leadership and Management

Volumn 23, Issue 2, 2003, Pages 173-186

  Frost, David ^a,b   Durrant, Judy ^c  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^b CANTERBURY CHRIST CHURCH UNIVERSITY   (United Kingdom)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 23244445601     PISSN: 13632434     EISSN: None     Source Type: Journal    
DOI: 10.1080/1363243032000091940     Document Type: Review

References (10)

1. Hargreaves, D. H. (1998) A new partnership of stakeholders and a national strategy for research in education in Rudduck J & McIntyre D (eds) Ghallenges for Educational Research: new BERA dialogua. London: Paul Chapman Publishing, pp. 114-136.
2. Holden, G. (2002) Towards a learning community: the role of mentoring in teacher-led school improvement. Journal of In-service Education, 28:1, pp. 9-21.
3. Holden, G. (2002) Changing stories: the impact of teacher-led development work on teacher, school and student learning
4. Hoyle, E. (1982) Micro-politics of educational organisations. Educational Management and Administration, 10, pp. 87-98.
5. Leithwood, K. and Jantzi, D. (1990) Transformational leadership: how principals can help reform school cultures. School Effectiveness and School Improvement, 1:4, pp. 244-280.
6. Hargreaves, D. H. (1999) The knowledge-treating school. British Journal of Educational Studies, 47:2, pp. 122-144.
7. Hargreaves, D. (2001) A capital theory of school effectiveness and improvement. British Educational Research Journal, 27:4, pp. 487-503.
8. Frost, D. (1995) Reflective action planning: a model for continuing professional development in Frost D, Edwards A & Reynolds H (eds) Careen Education and Guidance. London: Kogan Page, pp. 93-104.
9. Frost, D. (1999) Teacher-led School Improvement: the development through action research of a school-based, award-bearing form of support
10. Senge, P. (1990) The Fifth Disipline: the art and practice of the karmag organisation