How Schools Get Moving and Keep Improving: Leadership for Teacher Learning, Student Success and School Renewal

By S. Dinham. 2007

97 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f79c9be9c882f8fc492716a6288221c85fb095dd

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In Education

Citations in the corpus

The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Available research has clearly shown that teacher professional learning is an important construct that affects teacher quality, teacher practice and overall school improvement (e.g. Barth 1990; Borko 2004; Darling-Hammond and Richardson 2009; Desimone 2009; Flores 2004; Dinham 2007; Kwakman 2003).”
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model (2018, background): “These interactions with teachers complement “indirect strategies” aimed at creating a supportive school environment for productive teacher learning (Barth, 1990; Dinham, 2007; Printy, 2008; Scribner, 1999; Smylie & Hart, 1999; Wang, 2016).”
Teacher agency: the effects of active and passive responses to curriculum change (2019, background): “As clearly illustrated in this study, for effective proactive and reactive agency to occur, there needs to be effective and appropriate leadership (Dinham 2007; Fullan 2007; Luke et al.”
Unpacking the effects of culture on school leadership and teacher learning in China (2020, background): “The continuing learning of teachers is increasingly recognized as a professional responsibility which contributes to teacher quality and sustainable school improvement (Barth, 1990; Dinham, 2007; Elmore and Burney, 1997; Lieberman and Pointer Mace, 2008; Parise and Spillane, 2010).”