What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship

By Jennifer York-Barr, Karen Duke. 2004

1,774 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d96815a3d78928f0fabd7bae57df31086144b6ee

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Citations in the corpus

The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning (2016, background): “Research on the role of teachers as school leaders is more recent but still goes back as far as the 1980s (York-Barr and Duke 2004).”
Successful Leadership: A Review of the International Literature (2013, neutral): “25 York-Barr & Duke (2004).”
The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?. (2009, background): “A broad construct, teacher leadership involves teachers taking lead roles in tasks traditionally given to administrators, giving them influence and decision-making power in areas such as school management, curriculum, school improvement, and community involvement (York-Barr & Duke, 2004).”
Reflections on the promise and complexity of mathematics coaching (2017, background): “…instruction, and assessment within the reality of public schooling, supporting the emergence of collective professional practices that advance school-wide improvement as well as student learning and achievement (Marzano, Walters, & McNulty, 2005; Saphier & West, 2009/2010; York-Barr & Duke, 2004).”
Development of teacher leadership identity: A multiple case study (2017, methodology): “Teacher leadership development is a complex phenomenon (York-Barr & Duke, 2004).”
The effect of teacher influence at school on first-year teacher attrition: A multilevel analysis of the Schools and Staffing Survey for 1999–2000 (2007, background): “Third, shared leadership instills in teachers a sense of ownership and commitment to organizational goals (York-Barr & Duke, 2004 ).”
Integrated Leadership: How Principals and Teachers Share Transformational and Instructional Influence (2009, background): “A highly divergent and largely atheoretical literature on teacher leadership has emerged since that time (York-Barr & Duke, 2004), with recent efforts bringing more focus to the topic, such as Mangin and Stoelinga’s (2008) volume on formal instructional teacher leadership roles.”
The Impact of Elementary Mathematics Coaches on Student Achievement (2011, background): “…work addressing mathematics curriculum, instruction, and assessment, supporting the emergence of collective professional habits that advance schoolwide growth and change as well as student learning and achievement (Campbell & White, 1997; Marzano, Walters, & McNulty, 2005; York-Barr & Duke, 2004).”
Professional development and job-embedded collaboration: how teachers learn to exercise leadership (2012, background): “Professional development for teacher leaders occurs through many venues including university coursework, district-sponsored professional development and on-the-job training (York-Barr and Duke 2004).”
An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance (2020, background): “Researchers have developed more interests in collaborative leadership models (Hallinger & Heck, 2010), as one of which, teacher leadership primarily concerns about teacher leaders who lead with or without positions in assisting principles (Wenner & Campbell, 2017; York-Barr & Duke, 2004).”
How Principals and Peers Influence Teaching and Learning (2010, background): “In their review of the literature on teacher leadership, York-Barr and Duke (2004) found that relationship building and collaboration were the two foremost themes that emerged when they synthesized the research on teacher leadership activity.”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Contemporary research has explicitly shown that school leadership is pivotal for school improvement and consequently for student outcomes (Harris and Lambert 2003; Leithwood and Mascall 2008; Leithwood et al. 2004; York-Barr and Duke 2004).”
Exemplary Mentors' Perspectives towards Mentoring across Mentoring Contexts: Lessons from Collective Case Studies. (2010, background): “Teacher leadership identifies with notions of individual empowerment and management, suggesting that teachers hold a central position in the ways schools operate and in the core functions of teaching and learning (York-Barr & Duke, 2004).”