Rethinking Instructional Leadership, a Review

By Christine M. Neumerski. 2013

310 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b8e7c918c63854a8bd53089e5ce8466ee7657b48

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Citations in the corpus

Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Over the years, the focus of this approach to leadership shifted from instructional management, instruction expertise, personal characteristics of effective instructional leaders, and later the behaviors or practices of principals in effective schools (Neumerski, 2013).”
Instructional Coaching as High-Quality Professional Development (2017, background): “Though many different forms of coaching exist (Deussen et al., 2007; Neumerski, 2012), we argue that the conceptual foundation of the model embodies content focus, active learning, coherence, and collective participation in ways that meaningfully bolster teacher and student learning.”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “Reviewing literature has confirmed that the research for principal leadership and teacher leadership has been separated without enough interactions (Neumerski, 2013; Sebastian, Huang, & Allensworth, 2017).”
Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes (2017, background): “While there are many different definitions and conceptualizations of teacher leadership (Neumerski, 2013), many quantitative studies highlight teachers’ influence over key”