Towards a theory of leadership practice: a distributed perspective

By James P. Spillane, Richard Halverson, Jonathan Diamond. 2004

1,881 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/2af57235fe53eeebf2fdebd45fa05070bdf54362

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In Developmental and Educational Psychology

In Education

In Information Systems and Management

Citations in the corpus

The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach (2009, background): “Leadership can no longer be regarded as an important characteristic of one solo school leader, but rather as a process shaped by daily interactions between the school leader and members of the school organization ( Spillane, Halverson, & Diamond, 2001 , 2004 ).”
Leadership in the Plural (2012, background): “(Spillane et al., 2004, p. 27) With this perspective, the authors move some way toward the more relational perspectives that we shall describe in the next section.”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “…the current debates about alternative instructional models, appears to be reinforced by an environment within the school in which both teacher–principal relationships are salient and in which teachers perceive the broad net of influence among all members that is described by Spillane et al. (2004).”
Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders (2016, background): “…trust among participants involved in action research. leading and facilitating partnerships for learning in school-based action research is not simply a function of what a school principal, or indeed any other individual or group of leaders, knows and does (Spillane, Halverson, and diamond 2004).”
Teacher Professional Development, Technology, and Communities of Practice: Are We Putting the Cart Before the Horse? (2003, background): “Community leaders perform organizing, governance, networking, brokering, and other social support services (Lieberman, 1996; Spillane, Halverson, & Diamond, 1999; Schlager et al., 1998, 2002) curriculum, assessments, rubrics, and teaching and learning samples) that the members of the community…”
Leading from the Chalk-face: An Overview of School Leadership (2005, background): “It implies a social distribution of leadership where the leadership function is stretched over the work of a number of individuals where the leadership task is accomplished through the interaction of multiple leaders (Spillane et al., 2001: 20).”
How Do They Manage? An Investigation of Early Childhood Leadership (2013, background): “…of traditional approaches to leadership in terms of qualities, ‘traits’ or characteristics led theorists to investigate leadership as a set of behaviours, and attempts were made to identify broad leadership styles of successful leaders (see Spillane et al., 2004, for a thorough review of the area).”
The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, neutral): “, 2004 ; Spillane, 2006 ; Muijs & Harris, 2007 ; Harris & Spillane, 2008 ).”
Instructional Leadership Challenges: The Case of Using Student Achievement Information for Instructional Improvement (2005, background): “A more realistic and sustainable conceptualization of leadership in these situations involves thinking of it in terms of tasks, activities and interactions that are distributed across multiple people and situations with a focus on improving instruction ( Camburn et al, 2003 ; Copland, 2003 ; Spill”
Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years. (2017, methodology): “In their conception of how leadership is enacted in schools, Spillane et al. (2001, 2004) describe both principals and teachers as performing instructional leadership functions and filling instructional leadership roles, making both principal behavior and teacher behavior elements of instructional…”
Distributed Leadership (2013, background): “The work of Spillane et al (2001; 2006; 2011) has shown that it is perfectly possible to research distributed leadership practice.”
A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, background): “Based on these results, this study suggests that distributed leadership aids the development of teacher academic optimism (Mascall et al. 2008), while the practice of distributed leadership improves student achievement (Silins and Mulford 2002; Spillane et al. 2004; Harris and Muijs 2005).”