Leading professional learning in schools: Emotion in action

Teacher Development

Volumn 14, Issue 4, 2010, Pages 533-547

  Mitchell, Jane ^a   Riley, Philip ^b   Loughran, John ^b  

^a CHARLES STURT UNIVERSITY   (Australia)

^b MONASH UNIVERSITY   (Australia)

Author keywords

Case writing; Discourse analysis; Emotions; Leadership; Professional learning

Indexed keywords

EID: 78650245336     PISSN: 13664530     EISSN: 17475120     Source Type: Journal    
DOI: 10.1080/13664530.2010.533495     Document Type: Article

References (35)

1. Beatty, B. 2000. The emotions of educational leadership: Breaking the silence. International Journal of Leadership in Education 3, no. 4: 331-357.
2. Berry, A., M. Blaise, A. Clemans, J. Loughran, J. Mitchell, G. Parr, P. Riley, and D. Robb, eds. 2008. Leading Professional Learning: Cases of professional dilemmas. Melbourne: Department of Education and Early hildhood Development.
3. Blackmore, J. 2004. Leading as emotional management in high risk times: The counterintuitive impulses of performativity and passion. School Leadership and Management 24, no. 4: 439-459.
4. Borko, H. 2004. Professional development and teacher learning: Mapping the terrain. Educational Researcher 33, no. 3: 3-15.
5. Denzin, N. 1984. On understanding emotion. San Francisco: Jossey-Bass.
6. Department of Education and Early Childhood Development. 2006. Learning to lead effective schools.http://www.education.vic.gov.au/proflearning/schoolleadership/default.htm.
7. Department of Education & Training. 2003. Blueprint for government schools: Future directions for education in the Victorian government school system. Melbourne: DE&T.
8. Department of Education and Training Victoria. 2005. Professional learning in effective schools. Melbourne: Leadership and Teacher Development Branch, Department of Education and Training.
9. Department of Education Victoria. 2007. The developmental learning framework for school leaders. Melbourne: Department of Education Victoria.
10. Diamond, M.A. 1986. Resistance to change: A psychoanalytic critique of Argyris and Schön's contributions to organization theory and intervention. Journal of Management Studies 23, no. 5: 543-562.
11. Garet, M., A. Porter, L. Desimone, B. Birman, and K. Yoon. 2001. What makes professional development effective? Results from a national survey of teachers. American Educational Research Journal 38, no. 4: 915-945.
12. Gee, J.P. 1999. An introduction to discourse analysis: Theory and method. New York: Routledge.
13. Glickman, C.D., J.M. Ross-Gordon, and S.P. Gordon. 2004. Supervision and instructional leadership: A developmental approach. 6th ed. Boston: Allyn and Bacon.
14. Gronn, P. 2000. Distributed properties: A new architecture for leadership. Educational Management Administration & Leadership 28, no. 3: 317-338.
15. Guskey, T.R. 2008. Foreword. In Talk about learning: Working alongside teachers, ed. R. Bourke, A. Lawrence, A. McGee, J. O'Neill, and J. Curzon, xiii-xv. North Shore, New Zealand: Pearson Education New Zealand.
16. Hargreaves, A. 1998. The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education 1, no. 4: 315-336.
17. Hayes, D., M. Mills, P. Christie, and B. Lingard. 2006. Teachers and schooling: Making a difference. Sydney: Allen and Unwin.
18. Hoban, G.F. 2002. Teacher learning for educational change. Buckingham and Philadelphia: Open Univ. Press.
19. Leithwood, K., A. Harris, and D. Hopkins. 2008. Seven strong claims about successful school leadership. School Leadership and Management 28, no. 1: 27-42.
20. Lingard, B., D. Hayes, M. Mills, and P. Christie. 2003. Leading learning: Making hope practical in schools, Buckingham: Open Univ. Press.
21. Louis, K., S. Kruse, and H. Marks. 1996. Schoolwide professional community. In Authentic achievement: Restructuring schools for intellectual quality, ed. F. Newmann, 179-203. San Francisco: Jossey-Bass.
22. Lundeberg, M. 1999. Discovering teaching and learning through cases. In Who learns what from cases and how: The research base for teaching and learning with cases, ed. M.A. Lundeberg, B.B. Levin, and H. Harrington, 3-21. Mahwah, NJ: Lawrence Erlbaum Associates.
23. Mitchell, I., and J. Mitchell, eds. 1997. Stories of reflective teaching: A book of PEEL cases. Melbourne: PEEL publishing.
24. Mockler, N. 2005. Trans/forming teachers: New professional learning and transformative teacher professionalism. Journal of In-service Education 31, no. 4: 733-746.
25. Schön, D.A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books.
26. Senge, P.M. 2006. The fifth discipline: The art and practice of the learning organization. 2nd ed. London: Random House.
27. Sergiovanni, T.J. 1984. Handbook for effective department leadership: Concepts and practices in today's secondary schools. 2nd ed. Boston: Allyn and Bacon.
28. Sergiovanni, T.J. 1992. Moral leadership: Getting to the heart of school improvement. 1st ed. San Francisco: Jossey-Bass Publishers.
29. Sergiovanni, T.J. 1994. Building community in schools. San Francisco: Jossey-Bass.
30. Sergiovanni, T.J. 2001. Leadership: What's in it for schools? London: RoutledgeFalmer.
31. Sergiovanni, T.J. 2005. Strengthening the heartbeat: Leading and learning together in schools. San Francisco: Jossey-Bass.
32. Sergiovanni, T.J. 2007. Rethinking leadership: A collection of articles. 2nd ed. Heatherton, Vic.: Hawker Brownlow Education.
33. Shulman, J. 1992. Case methods in teacher education. New York: Teachers College Press.
34. Stoll, L., R. Bolam, A. McMahon, M. Wallace, and S. Thomas. 2006. Professional learning communities: A review of the literature. Journal of Educational Change 7, no. 4: 221-258.
35. Webster-Wright, A. 2009. Reframing professional development through understanding authentic professional learning. Review of Educational Research 79, no. 2: 702-739.