Leadership for learning: a research-based model and taxonomy of behaviors1
By Joseph F. Murphy, Stephen N. Elliott, Ellen B. Goldring, Andrew C. Porter. 2007
261 citations recorded by the source corpus.
Subfields: Education, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/a8b3414eac1e9c77cd7d75b33ad56bc143cab595
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Alex J. Bowers
- Jared Boyce
- E. Hochberg
- Hanna Kurland
- Rachel Hertz-Lazarowitz
- Philip Hallinger
- Laura Desimone
- Hilla Peretz
In Information Systems and Management
- Alex J. Bowers
- Jared Boyce
- E. Hochberg
- Philip Hallinger
- Laura Desimone
- Melissa D. Boston
- Theodore J. Kopcha
- Susanne M. Owen
Citations in the corpus
- Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “For example, leaders are influential in the selection or design of instructional programs, which have the potential to affect the nature of teachers' instruction ( Murphy, Elliott, Goldring, & Porter, 2002 ).”
- Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years. (2017, methodology): “While adult development is clearly within instructional leadership as noted previously, leadership for learning goes beyond this into general staff support (Murphy et al., 2007).”
- A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership (2011, background): “…linkages between school leadership and learning (Bell, Bolam, & Cubillo, 2003; Bossert et al., 1982; Hallinger & Heck, 1996a; Leithwood, Anderson, Mascall, & Strauss, 2010; MacBeath & Cheng, 2008; Murphy et al., 2007; Robinson et al., 2008; Southworth, 2002; Witziers, Bosker, & Kruger, 2003).”
- Leadership Style and Organizational Learning: The Mediate Effect of School Vision. (2010, background): “Moreover, in order to foster teachers’ engagement in organizational learning processes, principals should support teachers in transcending their self-interest for the common good (Bass, 2000; Silins and Mulford, 2004), to encourage them in developing to their fullest potential (Murphy et al., 2007),”