Facilitating Elementary Principals' Support for Instructional Teacher Leadership

By Melinda M. Mangin. 2007

235 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0f0fe9281694dc97373a913599a83f048e8adb02

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Citations in the corpus

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, background): “Shared instructional leadership, which stemmed from critiques of instructional leadership as bureaucratic and principal centered (Hallinger, 2003; Rowan, 1990), includes more direct measures of the ways in which teacher community and teacher leadership are developed (Berliner, 1986; Mangin, 2007; Pr”
The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does it Measure Up? (2014, background): “The organizational climate, structure, and values created by the principal influence teachers’ attitudes and their work setting (Heck & Marcoulides, 1996; Leithwood & Mascall, 2008; Mangin, 2007; TschannenMoran & Tschannen-Moran, 2011).”
Building Teachers Data-use Capacity: Insights from Strong and Developing Coaches (2014, background): “Research suggests that a principal who is actively supportive of an instructional leadership position may be associated with increased effectiveness (Bean et al., 2010; Mangin, 2007, 2008).”
Content-Focused Coaching: Five Key Practices (2016, background): “Prior studies examining content-focused coaching have analyzed the conditions under which content-focused coaching can support teachers’ learning (see Coburn &Russell, 2008; Gibbons, Garrison, & Cobb, 2011; Mangin, 2007; Matsumura, Sartoris, Bickel, & Garnier, 2009).”
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “Studies have examined coaches’ identity development (Rainville & Jones, 2008), the politics of coaching (Coburn & Woulfin, 2012), and the conditions that support coaching, such as the role that principals and districts play in coaching (Coburn & Russell, 2008; Gibbons, Garrison, & Cobb, 2011; Mangin”
Leadership for Literacy Coaching: The Principal’s Role in Launching a New Coaching Program (2009, background): “…& Bean, 2006; Roller, 2006), the way that the coaching job is interpreted (Duessen, Coskie, Robinson, & Autio, 2007; Rivera, Burley, & Sass, 2004), the existing norms for teachers’ professional community (Stoelinga, 2008), and the principals’ leadership (Coburn & Russell, 2008; Mangin, 2007, 2008).”
Comparing the effects of instructional and transformational leadership on student achievement (2014, background): “Other researchers have built off Hallinger’s work and integrated leadership models to form newer and more popular theories of leadership, called shared instructional leadership and distributed leadership, which include the contributions of other staff members (Hulpia et al., 2009; Mangin, 2007; Scri”
Rethinking Instructional Leadership, a Review (2013, background): “A recent study by Mangin (2007) demonstrated the link between principals’ knowledge of teacher leadership and their work with math teacher leaders in elementary schools; the most supportive principals were those who worked with teacher leaders and had high levels of knowledge about teacher…”
District Central Office Leadership as Teaching (2012, background): “Principals also lead teams of teachers or bring in outside coaches to engage in such work (Graczewski, Knudson, & Holzman, 2009; Mangin, 2007; Marsh et al., 2005; Portin et al., 2009; Supovitz et al. 2009).”
How the Framing of Instructional Coaching as a Lever for Systemic or Individual Reform Influences the Enactment of Coaching (2015, background): “…examined coaches’ identity development (Chval et al., 2010; Rainville & Jones, 2008), the politics of coaching (Coburn & Woulfin, 2012), and the role that principals and districts play in supporting instructional coach initiatives (Mangin, 2007, 2009; Matsumura, Sartoris, Bickel, & Garnier, 2009).”
Principals' influence on instructional quality: insights from US schools (2010, background): “Mangin (2007), adopting a social-constructivist perspective, provides an ex-”