Leading the process of reculturing: Roles and actions of school leaders

Australian Educational Researcher

Volumn 34, Issue 3, 2007, Pages 135-161

  Geijsel, Femke ^a   Meijers, Frans ^b   Wardekker, Wim ^c  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

^b THE HAGUE UNIVERSITY OF APPLIED SCIENCES   (Netherlands)

^c VU UNIVERSITY AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 42149152027     PISSN: 03116999     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03216870     Document Type: Article

References (54)

1. Bruner, J. (1990) Acts of Meaning, Harvard University Press, Cambridge, MA.
2. Coburn, C.E. (2004) Beyond decoupling: rethinking the relationship between the institutional environment and the classroom, Sociology of Education, vol. 77, pp. 211-244.
3. Coburn, C.E. (2005) Shaping teacher sensemaking: school leaders and the enactment of reading policy, Educational Policy, vol. 19, no. 3, pp. 476-509.
4. Daniels, H. (2001) Vygotsky and Pedagogy, RoutledgeFalmer, London.
5. Datnow, A. and Castellano, M.E. (2001) Managing and guiding school reform: leadership in success for all schools, Educational Administration Quarterly, vol. 37, no. 2, pp. 219-249.
6. Day, C. (2002) School reform and transitions in teacher professionalism and identity, International Journal of Educational Research, vol. 37, pp. 677-692.
7. Drucker, P. (1993) Post-capitalist Society, Butterworth Heinemann, Oxford.
8. Fineman, S. (1997) Emotion and management learning, Management Learning, vol. 28, no. 1, pp. 13-25.
9. Fullan, M. (1999) Change forces: The Sequel, Falmer Press, London.
10. Fullan, M. (2006) Turnaround Leadership, Jossey-Bass, San Francisco, CA.
11. Fullan, M. and Watson, N. (2000) School-based management: reconceptualizing to improve learning outcomes, School Effectiveness and School Improvement, vol. 11, no. 4, pp. 453-473.
12. Geijsel, F. and Meijers, F. (2005) Identity learning: the core process of educational change, Educational Studies, vol. 31, no. 4, pp. 419-430.
13. Geijsel, F.P., Sleegers, P.J.C., Stoel, R. and Krüger, M.L. (2007) The effect of psychological, organizational and leadership factors on professional learning in schools. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, 9-13 April.
14. Hall, G.E. and Hord, S.M. (2001) Implementing Change. Patterns, Principles and Potholes, Allyn and Bacon, Boston.
15. Hallinger, P., ed. (2003) Reshaping the Landscape of School Leadership Development: A Global Perspective, Swets & Zeitlinger, Lisse, Netherlands.
16. Hallinger, P. and Heck, R.H. (2002) What do you call people with visions? The role of vision, mission and goals in school leadership and improvement, in K. Leithwood and P. Hallinger, eds., Second international handbook of educational leadership and administration (pp. 9-40), Kluwer Academic Publishers, Dordrecht, The Netherlands.
17. Hanson, E.M. (2003) Educational Administration and Organizational Behaviour (5th edn.), Pearson Education, Boston.
18. Hargreaves, A. (2005) Educational change takes ages: life, career and generational factors in teachers' emotional responses to educational change, Teaching and Teacher Education, vol. 21, no. 8, pp. 967-983.
19. Hermans, H. (1999) Dialogical thinking and self-innovation, Culture & Psychology, vol. 5, pp. 67-87.
20. Hermans, H. and Hermans-Jansen, E. (1995) Self-Narratives. The Construction of Meaning in Psychotherapy, The Guildford Press, New York/London.
21. Hetebrij, M. (2006) Macht en politiek handelen in organisaties. Iedereen spelt mee. [Power and political action in organizations. Everyone is a player.], Van Gorcum. Assen, The Netherlands.
22. Höpfl, H. and Linstead, S. (1997) Introduction. Learning to feel and feeling to learn: emotion and learning in organizations, Management Learning, vol. 28, pp. 5-12.
23. Hopkins, D. (2001) School Improvement for Real, Falmer Press, London.
24. Illeris, K. (2002) The Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field Between the Cognitive, the Emotional and the Social, Roskilde University Press, Frederiksberg.
25. Kingdon, J.W. (1972) Agendas, Alternatives, and Public Policies, Allyn and Bacon, Boston.
26. Kunkel, F. (n.d.) Karakter, Groei en Opvoeding [Character, Growth and Education], Wereldbibliotheek, Amsterdam.
27. Kuijpers, M.A.C.T. and Scheerens, J. (2006) Career competencies for the modern career. Journal of Career Development, vol. 32, no. 4, pp. 303-319.
28. Kvale, S. (1996) An Introduction to Qualitative Research Interviewing, Sage, London.
29. Law, B., Meijers, F. and Wijers, G. (2002) New perspectives on career and identity in the contemporary world, British Journal of Guidance and Counselling, vol. 30, no. 4, pp. 431-449.
30. Leithwood, K., Jantzi, D., Earl, L., Watson, N., Levin, B. and Fullan, M. (2004) Strategic leadership for large-scale reform: the case of England's National Literacy and Numeracy Strategy, School Leadership & Management, vol. 24, no. 1, pp. 57-79.
31. Leithwood, K. and Jantzi, D. (2006) Transformational school leadership for large-scale reform: effects on students, teachers, and their classroom practices, School Effectiveness and School Improvement, vol. 17, no. 2, pp. 201-227.
32. Leithwood, K.A. and Riehl, C. (2003) What do we already know about successful school leadership? Paper prepared for the AERA Division A Task Force on Developing Research in Educational Leadership, presented at the annual conference of the American Educational Research Association (AERA), Chicago, March 31-April 4.
33. Locke, E.A. (2003) Leadership: starting at the top, in C.L. Pearce and J.A. Conger, eds., Shared leadership. Reframing the Hows and Whys of Leadership (pp. 271-284), Sage Publications, Thousand Oaks.
34. Louis, K.S. (1994) Beyond "managed change": rethinking how schools improve, School Effectiveness and School Improvement, vol. 5, no. 1, pp. 2-24.
35. Lukes, S. (1981) Power: a Radical View (7th edn.), Routledge, London/Basingstoke.
36. Markus, H. and Zajonc, R. (1985) The cognitive perspective in social psychology, in G. Linzey and E. Aronson, eds., Handbook of Social Psychology, Vol.1, pp.137-214, Random House, New York.
37. Meijers, F. and Wardekker, W. (2002) Career learning in a changing world: the role of emotions, International Journal for the Advancement of Counselling, vol. 24, no. 3, pp. 149-167.
38. Polkinghorne, D.E. (1988) Narrative Knowing and the Human Sciences, SUNY Press, New York.
39. Rogers, R.R. (2001) Reflection in higher education: a concept analysis, Innovative Higher Education, vol. 26, no. 1, pp. 37-57.
40. Rowan, B. (1995) The organizational design of schools, in S.B. Bacharach and B. Mundell, eds., Images of Schools. Structures and Roles in Organizational Behaviour, pp. 11-42, Corwin Press, Thousand Oaks, CA.
41. Schön, D.A. (1983) The Reflective Practitioner. How Professionals Think in Action, Basic Books, New York.
42. Sleegers, P., Bolhuis, S. and Geijsel, F. (2005) School improvement within a knowledge economy: fostering professional learning from a multidimensional perspective, in N. Bascia, A. Gumming, A. Datnow, K. Leithwood and D. Livingstone, eds., International Handbook of Educational Policy, pp. 527-543, Kluwer Academic Publishers, Dordrecht, The Netherlands.
43. Sleegers, P.J.C., Geijsel, F.P. and Van den Berg, R.M. (2002) Conditions fostering educational change, in K. Leithwood & P. Hallinger, eds., Second International Handbook of Educational Leadership and Administration. Part 1, pp. 75-102, Kluwer Academic Publishers, Dordrecht, The Netherlands.
44. Smylie, M.A. and Hart, A.W. (1999) School leadership for teacher learning and change: a human and social capital perspective, in J. Murphy and K.S. Louis, eds., Handbook of Research on Educational Administration (2nd edn.), pp. 421-440, Jossey-Bass, San Francisco.
45. Spillane, J. (2005) Distributed leadership, The Educational Forum, vol. 69, pp. 143-150.
46. Spillane, J.P. and Orlina, E.C. (2005) Investigating leadership practice: exploring the entailments of taking a distributed perspective, Leadership and Policy in Schools, vol. 4, pp. 157-176.
47. Toole, J. and Louis, K.S. (2002) The role of professional learning communities in international education, in P. Hallinger and K.A. Leithwood, eds., Second International Handbook of Educational Leadership and Administration, pp. 245-280, Kluwer Academic Publishers, Dordrecht, The Netherlands.
48. Van Veen, K., Sleegers, P. and Van de Ven, P.H. (2005) One teacher's identity, emotions, and commitment to change: a case study into the cognitive-affective processes of a secondary school teacher in the context of reforms, Teaching and Teacher Education, vol. 21, pp. 917-934.
49. Yukl, G. (1994) Leadership in Organizations (3rd edn.), Prentice Hall, Englewood Cliffs, NJ.
50. Weick, K.E. (1995) Sensemaking in Organizations, Sage, Thousand Oaks, CA.
51. Weick, K. (2001) Making Sense of the Organization, Blackwell, London.
52. Weick, K.E., Sutcliffe, K.M. and Obstfeld, D. (2005) Organizing and the process of sense-making, Organizational Science, vol. 16, no. 4, pp. 409-421.
53. Wijers, G. and Meijers, F. (1996) Careers guidance in the knowledge society, British Journal of Guidance and Counselling, vol. 24, pp. 209-222.
54. Zembylas, M. (2005) Discursive practices, genealogies, and emotional rules: a poststructuralist view on emotion and identity in teaching, Teaching and Teacher Education, vol. 21, pp. 935-948.