Collective leadership effects on student achievement

Educational Administration Quarterly

Volumn 44, Issue 4, 2008, Pages 529-561

  Leithwood, Kenneth ^a,b   Mascall, Blair ^a  

^a UNIVERSITY OF TORONTO   (Canada)

^b NONE   (Canada)

Author keywords

Distributed leadership; Influence; Shared leadership; Student achievement

Indexed keywords

EID: 51649123779     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X08321221     Document Type: Article

References (79)

1. Anderson, J.R., Reder, L.M., & Simon, H.A. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
2. Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
3. Bass, B.M., & Avolio, B.J. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.
4. Beck, L., & Murphy, J. (1998). Site-based management and school success: Untangling the variables. School Effectiveness and School Improvement, 9 (4). 349-357.
5. Berman, P., & McLaughlin, M.W. (1977). Federal programs supporting educational change: Volume 7. Factors affecting implementation and continuation. Santa Monica, CA: RAND.
6. Bidwell, C., Frank, K., & Quiroz, P. (1997). Teacher types, workplace controls, and the organization of schools. Sociology of Education, 70 (4). 285-308.
7. Bryk, A. (1998). Charting Chicago school reform: Democratic localism as a lever for change. Boulder, CO: Westview Press.
8. Bryk, A., & Schneider, B. (2002). Trust in schools. New York: Russell Sage Foundation
9. Burke, C.S., Fiore, S.M., & Salas, E. (2003). The role of shared cognition in enabling shared leadership and team adaptability. In C. J. Pearce & J. A. Conger (Eds.), Shared leadership: Reframing the how and whys of leadership (pp. 103-122). Thousand Oaks, CA: Sage.
10. Cobb, P., McClain, K., Lamberg, T., & Dean, C. (2003). Situating teachers' instructional practices in the institutional setting of the school and the district. Educational Researcher, 32 (6). 13-24.
11. Cox, J.F., Pearce, C.L., & Perry, M.L. (2003). Toward a model of shared leadership and distributed influence in the innovation process: How shared leadership can enhance new product development, teach dynamics and self effectiveness. In C. L. Pearce & J. A. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership (pp. 48-76). Thousand Oaks, CA: Sage.
12. Desimone, L.M. (2006). Consider the sources: Response differences among teachers, principals and districts on survey questions about their education policy environment. Educational Policy, 20 (4). 640-676.
13. Dunlap, D.M., & Goldman, P. (1991). Rethinking power in schools. Educational Administration Quarterly, 27 (1). 5-29.
14. Firestone, W. (1989). Using reform: Conceptualizing district initiative. Educational Evaluation and Policy Analysis, 11 (2). 151-164.
15. Firestone, W.A., & Martinez, M.C. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6 (1). 3-35
16. Ford, M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
17. Goodwin, C., & Goodwin, M.H. (1998). Seeing as situated activity: Formulating planes. In Y. Engestrom & D. Middleton (Eds.), Cognition and communication at work (pp. 61-95). Cambridge, UK: Cambridge University Press.
18. Gronn, P. (2002). Distributed leadership. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 653-696). Dordrecht: Kluwer Academic.
19. Gronn, P. (2003). The new work of educational leaders: Changing leadership practices in an era of school reform. London: Paul Chapman.
20. Grubb, W.N., & Flessa, J.J. (2006). " A job too big for one": Multiple principals and other nontraditional approaches to school leadership. Educational Administration Quarterly, 42 (4). 518-550.
21. Hallinger, P., & Heck, R. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32 (1). 5-44.
22. Hallinger, P., & Heck, R. (2002). What do you call people with visions? The role of vision, mission, and goals in school leadership and improvement. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 9-40). Dordrecht, Netherlands: Kluwer.
23. Harris, A., & Lambert, L. (2003). Building leadership capacity for school improvement. Berkshire, UK: Open University Press.
24. Heath, C., & Luff, P. (1998). Convergent activities: Line control and passenger information on the London Underground. In Y. Engestrom & D. Middleton (Eds.), Cognition and communication at work (pp. 96-129). Cambridge, UK: Cambridge University Press.
25. Hiller, N.J., Day, D.V., & Vance, R.J. (2006). Collective enactment of leadership roles and team effectiveness: A field study. Leadership Quarterly, 17 (4). 387-397.
26. Hoy, W.K., Tarter, C.J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43 (3). 425-446.
27. Huberman, M. (1988). Teacher careers and school improvement. Journal of Curriculum Studies, 20, 119-132.
28. Hutchins, E. (1996). Organizing work by adaptation. In J. R. Meindl, C. Stubbart, & J. F. Porac (Eds.), Cognition within and between organizations (pp. 368-404). Thousand Oaks, CA: Sage.
29. Jaques, E. (2003). Ethics for management. Management Communications Quarterly, 17 (1). 136-142.
30. Joreskog, K.G., & Sorbom, D. (1993). SPSS LISREL 8: Users reference guide. Chicago: SPSS.
31. Joyce, B., & Weil, M. (1985). Models of teaching (3 rd ed.). Englewood Cliffs, NJ: Prentice Hall.
32. Kushman, J. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28 (1). 5-42.
33. Leithwood, K., & Duke, D. (1999). A century's quest to understand school leadership. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration (pp. 45-72). San Francisco: Jossey-Bass.
34. Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35 (Suppl.), 679-706.
35. Leithwood, K., & Jantzi, D. (2000). The effects of different sources of leadership on student engagement in school. In K. Riley & K. Louis (Eds.), Leadership for change and school reform (pp. 50-66). London: Routledge.
36. Leithwood, K., & Jantzi, D. (2005). A review of transformational school literature research, 1996-2005. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
37. Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17 (2). 201-227.
38. Leithwood, K., Jantzi, D., Earl, L., Watson, N., Levin, B., & Fullan, M. (2004). Strategic leadership for large-scale reform: The case of England's national literacy and numeracy strategies. Journal of School Leadership and Management, 24 (1). 57-80.
39. Leithwood, K., & Levin, B. (2005). Assessing school leader and leadership programme effects on pupil learning (Report No. RR662). London, UK: Department for Education and Skills.
40. Leithwood, K., & Louis, K. S. (Eds.). (1999). Organizational learning in schools. Lisse, Netherlands: Swets & Zeitlinger.
41. Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning From Leadership Project. New York: Wallace Foundation.
42. Linn, R. (2003). Accountability: Responsibility and reasonable expectations. Educational Researcher, 32 (7). 3-13.
43. Locke, E.A. (2002). The leaders as integrator: The case of Jack Welch at General Electric. In L. L. Neider & C. Schriesheim (Eds.), Leadership (pp. 1-22). Greenwich, CT: Information Age.
44. Locke, E.A. (2003). Leadership: Starting at the top. In C. J. Pearce & C. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership (pp. 271-284). Thousand Oaks, CA: Sage.
45. Louis, K., & Miles, M.B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
46. Louis, K.S., Toole, J., & Hargreaves, A. (1999). Rethinking school improvement. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration (2 nd ed., pp. 251-276). San Francisco: Jossey-Bass.
47. Ma, X., & Willms, J.D. (2004). School disciplinary climate: Characteristics and effects on eighth grade achievement. Alberta Journal of Educational Research, 50 (2). 169-188.
48. Manz, C.C., & Sims, H.P., Jr. (1993). Business without bosses. New York: Wiley.
49. Mayrowetz, D., Murphy, J., Louis, K.S., & Smylie, M. (2007). Distributed leadership as work redesign: Retrofitting the job characteristics model. Leadership and Policy in Schools, 6 (1). 69-101.
50. McMahon, T., & Perritt, G.W. (1971). The control structure of organizations: An empirical examination. Academy of Management Review, 14 (3). 327-340.
51. Miller, R.J., & Rowan, B. (2006). Effects of organic management on student achievement. American Educational Research Journal, 43 (2). 219-253.
52. Mohrman, S.A., & Lawler, E.E., III. (1996). Motivation for school reform. In S. H. Fuhrman & J. A. O'Day (Eds.), Rewards and reform: Creating educational incentives that work (pp. 115-143). San Francisco: Jossey-Bass.
53. Newell, A., Rosenblum, P., & Laird, J. (1990). Symbolic architecture for cognition. In M. Posner (Ed.), Foundations of cognitive science (pp. 93-131). Cambridge, MA: MIT Press.
54. Ogawa, R.T., & Bossert, S.T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31, 224-243.
55. Pearce, C.J., & Conger, C. (2003). Shared leadership: Reframing the hows and whys of leadership. Thousand Oaks, CA: Sage.
56. Perkins, N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 88-110). Cambridge, UK: Cambridge University Press.
57. Pounder, D., Ogawa, R., & Adams, E. (1995). Leadership as an organization-wide phenomena: Its impact on school performance. Educational Administration Quarterly, 31 (4). 564-588.
58. Ray, T., Clegg, S., & Gordon, R. (2004). A new look at dispersed leadership: Power, knowledge and context. In L. Storey (Ed.), Leadership in organizations: Current issues and key trends (pp. 319-336). London: Routledge.
59. Reyes, P. (1990). Teachers and their workplace: Commitment, performance, and productivity in educational organizations. San Francisco: Sage.
60. Rosenholtz, S.J. (1989). Teachers' workplace: The social organization of schools. New York: Longman.
61. Rowan, B. (1990). Commitment of control: Alternative strategies for the organizational design of schools. Review of Research in Education, 16, 353-389.
62. Rowan, B. (1996). Standards as incentives for instructional reform. In S. H. Fuhrman & J. J. O'Day (Eds.), Rewards and reform: Creating educational incentives that work (pp. 195-225). San Francisco: Jossey-Bass.
63. Rumelhart, D.E. (1990). The architecture of mind: A connectionist approach. In M. Posner (Ed.), Foundations of cognitive science (pp. 133-159). Cambridge, MA: MIT Press.
64. Salomon, G. (1993). Distributed cognitions: Psychological and educational considerations. Cambridge, UK: Cambridge University Press.
65. Shedd, J., & Bacharach, S. (1991). Tangled hierarchies: Teachers as professionals and the management of schools. San Francisco: Jossey-Bass.
66. Smylie, M.A. (1990). Teacher efficacy at work. In P. Reyes (Ed.), Teachers and their workplace (pp. 48-66). Newbury Park, CA: Sage.
67. Spillane, J.P. (2006). Distributed leadership. San Francisco: Jossey-Bass.
68. Spillane, J.P., Camburn, E.M., & Stitziel Pareja, A. (2007). Taking a distributed perspective to the school principal's work day. Leadership and Policy in Schools, 6 (1). 103-125.
69. Talbert, J.E., & McLaughlin, M.W. (1993). Understanding teaching in context. In D. K. Cohen, M. W. McLaughlin, & J. E. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 167-206). San Francisco: Jossey-Bass.
70. Tannenbaum, A.S. (1961). Control and effectiveness in a voluntary organization. American Journal of Sociology, 67 (1). 33-46.
71. Timperley, H. (2005). Distributed leadership: Developing theory from practice. Journal of Curriculum Studies, 37 (4). 395-420.
72. Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
73. Tschannen-Moran, M., & Hoy, W.K. (2000). A multidisciplinary analysis of the nature, meaning and measurement of trust. Review of Educational Research, 70 (4). 547-593.
74. Tsoukas, H. (2005). Complex knowledge. Oxford, UK: Oxford University Press.
75. van den Berg, R., Vandenberghe, R., & Sleegers, P. (1999). Management of innovations from a cultural-individual perspective. School Effectiveness and School Improvement, 10 (3). 321-351.
76. Vermunt, J.D., & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280.
77. Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice. Boston: Harvard Business School Press.
78. Wheatley, M.J. (2005). Finding our way: Leadership for an uncertain time. San Francisco: Berrett-Koehler.
79. 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.