Leadership of Inquiry: Building and Sustaining Capacity for School Improvement

By M. Copland. 2003

652 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/9186593dc031fb46b0a79de86c6d50633f5457a5

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Citations in the corpus

The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “…it often appears to matter more to be seen and respected as a ‘colleague among colleagues’ in the staffroom, than to ‘enjoy’ a dubious promotion in the organisation as someone with extended management responsibility (see also Smylie & Brownlee-Conyers, 1992; Smylie & Perry, 1998; Copland, 2003).”
Successful Leadership: A Review of the International Literature (2013, background): “) (1998); Murphy & Datnow (2003); Copland (2003). 98 Camburn, Rowan & Taylor (2003); Heller & Firestone (1995); Smylie & Denny (1990); Spillane, Halverson & Diamond (2004).”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “Experiencing informal influence and feedback in the context of important professional discussions is an important ingredient that encourages a focus on shared practices and goals (Chrispeels, Castillo, & Brown, 2000; Chrispeels & Martin, 2002; Copeland, 2003; Spillane, 2003).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “The inquiry process is an ongoing effort to enhance learning in the school community by identifying, addressing and regularly revisiting important questions and issues (Copland, 2003).”
Strategies to Promote Data Use for Instructional Improvement: Actions, Outcomes, and Lessons fromThree Urban Districts (2006, neutral): “…research showing that multiple measures of student performance from a variety of sources may enhance data use by allowing for triangulation of ﬁndings, providing greater balance, and reducing the stakes of any single assessment (Copland 2003; Herman 2002; Keeney 1998; NEA Foundation 2003).”
The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types (2008, background): “Such an interpretation would reinforce the highly problematic heroic approach to school leadership—an approach that has, among other things, discouraged many teachers from taking up more senior leadership roles (Copland, 2003).”
Using Student Achievement Data to Support Instructional Decision Making (2009, neutral): “Copland (2003).”
Research on Data Use: A Framework and Analysis (2011, background): “They can create a climate of trust and risk taking in schools, which enables teachers and others to share more freely and take the risks necessary to change their practice (Bryk & Schneider, 2002; Copland, 2003; Ikemoto & Marsh, 2007; Wayman & Stringfield, 2006).”
Instructional Leadership Challenges: The Case of Using Student Achievement Information for Instructional Improvement (2005, background): “They include problems with an insufficient number of such leaders ( Copland, 2003 ) and the lack of appeal of this vision for many potential leaders ( Gronn & Rawlings-Sanaei, 2003 ).”
Interventions Promoting Educators’ Use of Data: Research Insights and Gaps (2012, background): “, 2008), intermediary and school reform organizations (Copland, 2003; Gallimore et al, 2009; McDougall et al., 2007; Stringfield et al., 2008), and school systems (Anderson et al.”
The Role of Sensemaking and Trust in Developing Distributed Leadership (2009, background): “Sensemaking is a crucial mechanism that sits at the heart of developing and exercising distributed leadership, but it occurs in a context that has been resistant to fundamental change, in part because of a significant divide between the perceived interests of teachers and administrators ( Copeland, ”
Development and Validation of Scores on the Distributed Leadership Inventory (2009, background): “These leaders can have formal or informal leadership positions because leadership rests on a base of expertise rather than hierarchical authority (Bennett, Wise, Woods, & Harvey, 2003; Copland, 2003; Woods, Bennett, Harvey, & Wise, 2004).”
The relationship between the perception of distributed leadership in secondary schools and teachers' and teacher leaders' job satisfaction and organizational commitment (2009, background): “Research has indicated that the renegotiation of institutional roles can make many people uncomfortable (Copland, 2003; Macbeath, 2005; Neuman & Simmons, 2000).”
Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection (2005, background): “Copland (2003) described the process of inquiry with the framework of a “distributed leadership” culture, in which responsibilities for inquiry into the improvement of teaching and learning were shared by administrators and teachers.”