Distributed Leadership in Schools: The Case of Elementary Schools Adopting Comprehensive School Reform Models

By Eric M. Camburn, Brian Rowan, James Taylor. 2003

447 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/fca6c87a1714bb9e8c08f0a819af358e4673501d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Printy
2. G. Devos
3. Viviane M. J. Robinson
4. James P. Spillane
5. H. Timperley
6. Melinda M. Mangin
7. Richard Correnti
8. Hester Hulpia

In Information Systems and Management

1. S. Printy
2. G. Devos
3. Melinda M. Mangin
4. Viviane M. J. Robinson
5. Richard Correnti
6. Hester Hulpia
7. H. Timperley
8. James P. Spillane

Citations in the corpus

• The Influence of Distributed Leadership on Teachers’ Organizational Commitment: A Multilevel Approach (2009, methodology): “This is based on the research of Camburn, Rowan, and Taylor (2003), who came to the conclusion that leadership functions are normally distributed across three to seven formally designated persons.”
• Principals' influence on instructional quality: insights from US schools (2010, background): “The last study in this section explores the configuration and activation of leadership roles in the context of elementary schools' adoption of comprehensive school reform (CSR) models (Camburn, Rowan, and Taylor 2003 ).”
• Using social network methods to study school leadership (2009, background): “Recent empirical work underscores the need for moving beyond an exclusive focus on formally designated leaders in studies of school leadership to identifying others who take responsibility for this work (Camburn, Rowan, and Taylor 2003 ; Spillane, Camburn, and Pareja 2007 ).”
• Forging the links between distributed leadership and educational outcomes (2008, background): “A second purpose is to suggest how alternative conceptions and normative approaches could deliver more insight into the relationship between aspects of distributed leadership and a range of educational outcomesSeveral researchers on distributed leadership have appealed for more investigation of its ”
• The Alignment of the Informal and Formal Organizational Supports for Reform: Implications for Improving Teaching in Schools (2010, background): “The intended roles of an instructional coach can include serving as a point person to whom teachers can turn for advice or instructional resources (Camburn, Rowan, and Taylor, 2003) and helping teachers connect with peers who might benefit from joint work (King, 2002).”
• Exploring the link between distributed leadership and job satisfaction of school leaders (2009, background): “Goal orientedness, or a shared focus and vision among the team members, can be a source for great satisfaction (Chaplain 2001). For example, Devos et al. (2007) come to the conclusion that goal orientedness has a positive relation with the school leaders’ feeling of personal accomplishment.”
• The development of assistant principals: a literature review (2012, background): “Camburn et al. (2003) suggested that staff development was an effective way to encourage assistant principals to engage in instructional leadership tasks.”
• The Job Realities of Beginning and Experienced Assistant Principals (2012, background): “Camburn, Rowan, and Taylor (2003 ) suggest that staff development is an effective way to encourage assistant principals to engage in instructional leadership tasks; however, Hausman et al.”