The meaning(s) of teacher leadership in an urban high school reform

Educational Administration Quarterly

Volumn 46, Issue 4, 2010, Pages 491-522

  Scribner, Samantha M Paredes ^a   Bradley Levine, Jill ^b  

^a INDIANA UNIVERSITY   (United States)

^b UNIVERSITY OF INDIANAPOLIS   (United States)

Author keywords

high school reform; leadership; organizational culture; qualitative; teacher leadership

Indexed keywords

EID: 77956843019     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X10383831     Document Type: Article

References (46)

1. Acker-Hocevar, M., & Touchton, D. (1999, April). A model of power as social relationships: Teacher leaders describe the phenomena of effective agency in practice. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
2. Avis, M. (1995). Valid arguments? A consideration of the concept of validity in establishing the credibility of research findings. Journal of Advance Nursing, 22, 1203-1209.
3. Bordas, J. (2007). Salsa, soul, and spirit: Leadership for a multi-cultural age. San Francisco, CA: Berrett-Koehler Publishers.
4. Brooks, J.S., Scribner, J.P., & Eferakorho, J. (2004). Teacher leadership in the context of whole school reform. Journal of School Leadership, 14, 242-265.
5. Bryk, A., Camburn, E., & Louis, K.S. (1999). Professional community in Chicago elementary schools: Facilitating factors and organizational consequences. Educational Administration Quarterly, 35, 751-781.
6. Carspecken, P.F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York, NY: Routledge.
7. Ciulla, J.B. (1998/2004). Leadership and the problem of Bogus Empowerment. In J. B. Ciulla (Ed.), Ethics, the heart of leadership (pp. 63-86). Westport, CT: Praeger.
8. Ciulla, J.B. (2004). Ethics and leadership effectiveness. In J. Antonakis, A. T. Cianciolo, and R. J. Sternberg (Eds.), The nature of leadership (pp. 302-327). Thousand Oaks, CA: Sage.
9. Coburn, C.E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation & Policy Analysis, 23, 145-170.
10. Coburn, C.E., & Russell, J.L. (2008). District policy and teachers' social network. Educational Evaluation & Policy Analysis, 30, 203-235.
11. Crowther, F., Kaagan, S.S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
12. Darling-Hammond, L., Bullmaster, M.L., & Cobb, V.L. (1995). Rethinking teacher leadership through professional development schools. The Elementary School Journal, 96, 87-106.
13. Denzin, N.K., & Lincoln, Y.S. (2008). The landscape of qualitative research: Theories and issues. Thousand Oaks, CA: Sage.
14. Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York, NY: Macmillan.
15. Fontana, A., & Frey, J.H. (1998). Interviewing: The art of science. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 47-78). Thousand Oaks, CA: Sage.
16. Glaser, B.G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12, 436-445.
17. Greenleaf, R.K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness (25th anniversary ed.). Mahwah, NJ: Paulist Press.
18. Griffin, G.A. (1995). Influences of shared decision making on school and classroom activity: Conversations with five teachers. The Elementary School Journal, 96, 29-45.
19. Grumet, M. (1988). Bitter milk: Women and teaching. Amherst, MA: University of Massachusetts Press.
20. Hatch, T., White, M.E., & Faigenbaum, D. (2005). Expertise, credibility, and influence: How teachers can influence policy, advance research, and improve performance. Teachers College Record, 107, 1004-1035.
21. Heller, M.F., & Firestone, W.A. (1995). Who's in charge here? Sources of leadership for change in eight schools. The Elementary School Journal, 96, 65-86.
22. Lee, V., & Smith, J. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104, 103-147.
23. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.
24. Louis, K.S., Marks, H.M., & Kruse, S. (1996). Teachers' professional community in restructuring schools. American Educational Research Journal, 33, 757-798.
25. McLaughlin, M. (1994). Strategic site for teachers' professional development. In P. P. Grimmett and J. Neufeld (Eds.), Teacher development and struggle for authenticity: Professional growth and restructuring in the context of change (pp. 31-51). New York, NY: Teachers College Press.
26. Metz, M.H. (1991). Real school: A universal drama amid disparate experience. In D. E. Mitchell & M. E. Goetz (Eds.), Education politics for the new century (pp. 75-91). New York, NY: Falmer Press.
27. Ogawa, R.T., & Bossert, S.T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31, 224-243.
28. Ogawa, R.T., Sandholtz, J.H., Martinez-Flores, M., & Scribner, S.P. (2003). The substantive and symbolic consequences of a district's standards-based curriculum. American Educational Research Journal, 40, 147-176.
29. Page, R.N. (1987). Teachers' perceptions of students: A link between classrooms, school cultures and the social order. Anthropology & Education Quarterly, 18, 77-99.
30. Page, R.N. (1991). Lower-track classrooms: A curricular and cultural perspective. New York, NY: Teachers College Press.
31. Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
32. Scribner, J.P. (1999). Professional development: Untangling the influence of work context on teacher learning. Educational Administration Quarterly, 38, 238-266.
33. Scribner, J.P., Hager, D., & Warne, T. (2002). The paradox of professional community: Tales from two high schools. Educational Administration Quarterly, 38, 45-76.
34. Sewell, W.H. (1998). Culture, structure, agency, and transformation. In P. Smith (Ed.), The new cultural sociology (pp. 188-201). Cambridge, UK: Cambridge University Press.
35. Snell, J., & Swanson, J. (2000, April). The essential knowledge and skills of teacher leaders: A search for a conceptual framework. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
36. Spillane, J.P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
37. Spillane, J.P., Hallett, T., & Diamond, J.B. (2003). Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools. Sociology of Education, 76, 1-17.
38. Spillane, J.P., Halverson, R., & Diamond, J.B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30, 23-28.
39. Stoll, L. (2000). School culture. SET: Research Information for Teachers, 2000(3), 9-14.
40. Swidler, A. (1998). Culture as social action. In P. Smith (Ed.), The new cultural sociology (pp. 171-187). Cambridge, UK: Cambridge University Press.
41. Swidler, A. (2001). Talk of love: How culture matters. Chicago, IL: University of Chicago Press.
42. Talbert, J.E., & McLaughlin, M.W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102, 123-153.
43. Varenne, H., & McDermott, R. (1999). Introduction. In H. Varenne & R. McDermott (Eds.), Successful failure: The school America builds (pp. 1-21). Boulder, CO: Westview Press.
44. Waller, W. (1932). The sociology of teaching. New York, NY: John Wiley.
45. Watson, S.T., & Scribner, J.P. (2007). Beyond distributed leadership: Collaboration, interaction, and emergent reciprocal influence. Journal of School Leadership, 17, 443-468.
46. Yukl, G. (1998). Leadership in organizations. Upper Saddle River, NJ: Prentice Hall.