丁金松(2001)。國小「自然與生活科技」學習領域課程決定之行動研究。國 立台北師範學院課程與教學研究所碩士論文，未出版。
王永進(2003)。學校領域教學研究會的運作及其功能。台灣師範大學物理研究所碩士論文，未出版。
方德隆(2001)。學校本位課程發展的理論基礎。課程與教學季刊，4(2)，1-24。
王麗雲、潘慧玲(2000)。教師彰權益能的概念與實施策略。教育研究集刊，44，173-199。
李定國(2002)。國小校長領導課程發展之行動研究：以三年級社會學習領域為例。花蓮師範學院國民教育研究所碩士論文，未出版。
李安明(譯)(2003)。W. K. Hoy, & C. G.. Miskel著。學校領導。輯於林明地等(譯)，教育行政學：理論、研究與實際 (頁491-538)(Educational administration: Theory, research, and practice)(6th ed.)。台北：麥格羅希爾。
李旭民(2007)。教務組長課程領導的行動研究，輯於蔡清田(編著)，學校本位課程發展的新猷與教務課程領導 (頁1271-195)。台北：五南。
李青芬、李雅婷、趙慕芬(譯)(2002)。S. P. Robbins著。組織行政學(第二版修訂)(Organizational behavior (9th ed.))。台北：華泰文化。
李隆盛(2003)。學習領域召集人的教學領導。師友，427，1-3。
吳芝儀、李奉儒(譯)(1995)。M. Q. Patton著。質的評鑑與研究(Qualitative evaluation and research methods)。台北，桂冠。
吳明清(1991)。教育研究：基本觀念及方法分析。台北，五南。
吳清山、林天祐(2004)。教育新辭書。台北：高等教育。
吳靖國(2005)。從海德格Einspringen與Vorausspringen的區別論師生關係。師大學報，50(2)，33-54。
何泰昇(2003)。校長課程領導之個案研究-以桃園縣一所國中為例。國立台北師範學院課程與教學研究所碩士論文，未出版。
林天祐(2005)。教育倫理準則。教育研究月刊，132，70-86。
林君齡(2001)。國民中學學校教師會運作之微觀政治個案研究。國立台灣師範大學教育研究所碩士論文，未出版，台北。
林明地(2000)。校長教學領導實際：一所國小的參與觀察。教育研究集刊，44，143-172。
林佩璇(2000)。個案研究及其在教育研究上的應用。輯於中正大學教育學研究所(主編)，質的研究方法 (頁199-221)。高雄：麗文。
林逸青(2002)。國中校長權力運作策略、衝突管理策略與學校效能之關係：微觀政治分析。國立台北師範學院國民教育研究所博士論文，未出版。
林曜聖(2003)。權力運作與衝突處理中的學校政治行為：校園微觀政治之概念、分析架構與方法。學校行政雙月刊，25，64-76。
周曉葶(2002)。學校課程發展委員會組織與運作之研究。國立台北師範學院國民教育研究所碩士論文，未出版。
胡士琳(2003)。學校行政體系之微觀政治現象研究：以一所國民中學為例。台灣師範大學教育研究所碩士論文，未出版。
范振倫(2004)。國小教師參與學校課程發展委員會決定的角色研究。國立台北師範學院課程與教學研究所碩士論文，未出版。
夏林清(譯)(2000)。C. Argyris, R. Putnam, & D. M. Smith著。行動科學(Action science)。臺北市：遠流。
徐超聖(1997)。校長的課程與教學領導與教師專業自主性之發展。發表於國立台北師範學院主辦之「開放社會中的學校教育」學術研討會 (頁17-26)。台北：國立台北師範學院。
徐超聖(1998)。發揮校長的課程領導落實九年一貫課程的實施。發表於國立台北師範學院主辦之「自主與卓越：九年一貫課程的變革與展望」學術研討會 (頁27-56)。台北：國立台北師範學院。
高敬文(1999)。質化研究方法論。台北：師大書苑。
高新建、游家政、蔡清田、張明輝、王麗雲(譯)(2000)。J. G. Henderson & R. D. Hawthorne著。革新的課程領導(transformative curriculum leadership)(2nd ed.)。台北：學富文化。
秦夢群、吳勁甫、濮世緯(2007)。校長轉型、交易領導與教師工作滿意關係之後設分析。教育與心理研究，30(4)，27-55。
席榮維(2005)。以微觀政治觀點分析校長的教學視導。學校行政雙月刊，36，17-25。
郭丁熒(2003)。教師的多維影像：教師角色之社會學論述。國立臺北師範學院學報，16(2)，161-182。
郭進隆(譯)(1994)。P. Senge著。第五項修練：學習型組織的藝術與實務(The fifth discipline: The art and practice of the learning organization)。台北：天下文化。
教育部(2003)。國民中小學九年一貫課程綱要。台北：教育部。
張乃文(2005)。台北縣國小教育人員情緒勞務負荷與工作倦怠關係之研究。輔仁大學教育領導與發展研究所碩士論文，未出版。
張乃文、蔡宗河(2007)。分散式領導：以教師領導為例。發表於2007年華人社會的教育發展系列研討會：教師教育。澳門：澳門大學。2007年3月30日~4月1日。
張志豪(2004)。國中自然與生活科技學習領域召集人角色與職責之研究。台灣師範大學工業科技教育研究所碩士論文，未出版。
張春興(1991)。現代心理學。台北：東華。
張建成(2002)。批判的教育社會學研究。台北：學富文化。
張嘉育(2001，12月)。課程領導概念內涵分析。發表於「課程領導理論與實務」國際學術研討會論文集 (頁141-154)。台北：市立台北師範學院，12月12-13日。
陳文彥(2002)。教師與家長之微觀政治學分析。教育研究資訊，10(2)，183-198。
陳向明(2002)。教師如何作質的研究。台北：洪葉文化。
陳幸仁(2007)。微觀政治學：一個學校行政的新興研究領域。教育行政與評鑑學刊，3，67-86。
陳昇飛(2005)。社會建構主義在國小語文教學之實踐：社會互動教學與語文能力建構歷程之研究。國立台灣師範大學教育研究所博士論文，未出版。
陳美如、郭昭佑(2003)。課程評鑑者角色之研究：併論內外部課程評鑑功能最大化途徑。南師學報，37(2)，129-148。
陳美伶(2002)。教務主任的課程領導之個案研究：以一個國小教務主任推動學校本位課程發展為例。國立中正大學教育研究所碩士論文，未出版。
陳惠邦(1998)。教育行動研究。台北：師大書苑。
陳惠邦(2004)。行動研究在台灣教育研究場域中的發展與反思，輯於潘慧玲(主編)，教育研究方法論：觀點與方法 (頁433-451)。台北：心理。
陳榮昌(2004)。國民小學教務主任課程領導行為之調查研究。國立台中師範學院國民教育研究所碩士論文，未出版。
陳慕賢(2003)。國民小學校長課程領導與教師教學效能關係之研究：以臺北縣為例。國立政治大學教育學系碩士論文，未出版。
陳靜宜(2006)。如履薄冰或大步邁進：一位國小教務主任課程領導的自我敘說探究。國立高雄師範大學教育學系碩士論文，未出版。
黃乃熒(2005)。學校組織變革之意識型態研究：以一所國民中學為例。師大學報：教育類，50(1)，101-121。
黃光雄(1988)。教學的一般模式。輯於黃光雄(主編)，教學原理 (頁 71-79)。台北：師大書苑。
黃旭鈞(2003)。課程領導：理論與實務。台北：心理。
黃宗顯（1999）。學校行政對話研究：組織中影響力行為的微觀探討。台北：五南。
黃宗顯、湯堯、林明地(譯)(2003)。W. K. Hoy, & C. G.. Miskel著。學校的權力與政治學。輯於林明地等(譯)，教育行政學：理論、研究與實際 (頁271-318)(Educational administration: Theory, research, and practice)(6th ed.)。台北：麥格羅希爾。
黃政傑(1987)。課程評鑑。台北：師大書苑。
黃瑞琴(1991)。質的教育研究方法。台北，心理。
彭國楨(2003)。九年一貫課程變革行動研究：一所國小課程發展委員會運作的探究。台中師範學院國民教育研究所碩士論文，未出版。
黃超陽(2003)。國小校長課程領導行為之研究-以花蓮縣實施九年一貫課程為例。國立花蓮師範學院國民教育研究所碩士論文，未出版。
黃善美(2002)。自然與生活科技學習領域課程小組的任務與運作初探。教師之友，43(5)，26-32。
黃嘉雄(2002)。九年一貫課程改革的省司與實踐。台北：心理。
葉淑儀(譯)(1999)。L. Lambert, D. Walker, D. P. Zimmerman, J. E. Cooper, M. D. Lambert, M. E. Gardner, & P. J. F. Slack著。教育領導：建構論的觀點(The constructivist leader)。台北：桂冠。
葉興華(2001，12月)。從課程領導者的角色期望談我國國小校長課程領導之困境與展望。發表於「課程領導理論與實務」國際學術研討會論文集 (頁155-178)。台北：市立台北師範學院，12月12-13日。
甄曉蘭(2004)。課程理論與實務：解構與重建。台北：高等教育。
甄曉蘭、簡良平(2002)。學校本位課程發展權力重整問題之批判分析。教育研究集刊，48(1)，65-93。
臺北縣政府(2001)。臺北縣公私立國民中小學課程發展委員會設置要點。九十北府教學字第185130號函，90年5月20日。
歐用生(1989)。質的研究。台北：師大書苑。
歐用生(2004)。課程領導：議題與展望。台北：高等教育。
歐自偉(2003)。國小社會學習領域課程小組課程決定之個案研究。國立台北師範學院課程與教學研究所碩士論文，未出版。
鄭伯壎(1995)。家長權威與領導行為之關係：一個台灣民營企業主持人的個案研究。中央研究院民族學研究所集刊，79期，119-173。
蔡宗河(2003)。國民中小學基本能力檢定之探討。中等教育，54(2)，130-140。
蔡宗河(2005a)。英國學科領導人標準對我國教師專業發展的啟示。教育研究集刊，51(3)，101-133。
蔡宗河(2005b，5月)。英國學科領導人標準對我國課程領導的啟示。發表於第12屆課程與教學論壇，社會重建課程的理念與實踐：覺醒、增能與行動國際學術研討會。台北市：台北市立師範學院。2005年5月13、14日。
蔡宗河(2005c，11月)。從校長角色的改變析論校長領導的培育：以英國新國家校長標準為例。發表於第4屆台灣博士生教育行政學術論文研討會 (頁21-44)。台南市：國立台南大學。2005年11月19日。
蔡宗河(2006a)。學校組織之中層管理：以英國學科層級之課程領導為例。教育政策論壇，9(3)，99-127。
蔡宗河(2006b)。教師課程立論初探。課程與教學季刊，9(4)，79-99。
蔡宗河(2007)。英國學科領導人標準的分析：脈絡課程的觀點。課程研究，2(2)，65-89。
蔡宗河(2008)。後結構文本的課程論述、批判及跨越。課程與教學季刊，11(2)，127-154。
蔡清田(2000)。教育行動研究。台北：五南。
蔡清田(2004)。校長課程領導的理念、角色與策略。輯於單文經(主編)，課程與教學新論 (頁187-209)。台北：心理。
蔡清田(編著)(2005)。課程領導與學校本位課程發展。台北：五南。
蔡清田(編著)(2005)。學校本位課程發展的新猷與教務課程領導。台北：五南。
蔡清田、蘇美麗(2005)。校長課程領導角色之理念與實際。輯於蔡清田(編著)，課程領導與學校本位課程發展 (頁115-159)。台北：五南。
蔡清田、陳美伶(2004)。教務主任課程領導之理論探究與實際發展。輯於教育部(主編)，國民中小學九年一貫課程理論基礎 (頁340-356)。台北：教育部。
蔡進雄(2000)。國民中學校長轉型領導、交易領導、學校文化與學校效能關係之研究。國立台灣師範大學教育研究所博士論文，未出版。
蔡進雄(2004)。揮別英雄式領導：論後英雄式領導在學校行政上之應用。教育研究月刊，117，90-100。
蔡進雄(2005)。學校領導理論研究。台北：師大書苑。
潘慧貞(2001)。國民小學校長課程領導角色與任務之研究-以盛世國小為例。國立台北師範學院課程與教學研究所碩士論文，未出版。
賴志峰(2007)。學校領導的因素、實踐與效果：以一所特許學校的經驗為例。當代教育研究，15(4)，93-28。
賴志峰(2008)。一所公辦民營國民中小學課程領導之研究：課程領導者的基本信念、實際作為與具體效果。教育政策論壇，11(1)，107-145。
盧周杏珠(2005)。國民中學教務主任課程領導之研究。輔仁大學教育領導與發展研究所碩士論文，未出版。
錢俊(譯)(1995)。Hubert L Dreyfus & Paul Rabinow(編)。傅柯：超越結構主義與詮釋學(Beyond structuralism and hermeneutics)。台北：桂冠。
簡紅珠(1988)。教學研究的趨勢。輯於黃光雄(主編)，教學原理 (頁423-449)。台北：師大書苑。
簡紅珠(1992)。教學研究的主要派典及其啟示之探析。高雄：復文。
簡紅珠、蔡宗河(2006)。從全球化的觀點省思教學效能的研究。輯於中華民國課程與教學學會(主編)，課程教學的本土化與全球化 (頁159-192)。高雄：復文。
顏惠君(2005)。學習領域課程小組課程決定之個案研究--以國中語文領域國，文科為例。國立台灣師範大學教育研究所碩士論文，未出版。
謝文全(1985)。教育行政：理論與實務。台北：文景。
譚彩鳳(2007)。學科領導在課程改革中的角色：香港個案研究。課程研究，3(1)，109-138。
羅虞村(1999)。領導理論研究(第五版)。台北：文景。
蘇永明(2006)。主體的爭議與教育：以現代和後現代哲學為範圍。台北市：心理。
蘇美麗(2003)。國小校長課程領導角色與策略之研究。國立中正大學教育研究所碩士論文，未出版。
顧為元(2008)。轉型領導對組織公民行為影響之研究：以組織承諾為中介變項。教育與心理研究，31(1)，205-231。
龔素丹(2002)。台北縣國民小學校長課程領導行為及困難之調查研究。國立台北師範學院課程與教學研究所碩士論文，未出版。
Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. Teachers College Record, 104(3), 421-455.
Achinstein, B. (2006). New teacher and mentor political literacy: Reading, navigating and transforming induction context. Teacher and Teaching: Theory and Practice, 12(2), 123-138.
Agrawal, M. (2004). Curricular reform in schools: the importance of evaluation. Journal of Curriculum Studies, 36(3), 367-379.
Anderson, G. L. (1991). Cognitive politics of principals and teachers. In J. Blase (Ed.), The politics of life in schools: Power, conflict and cooperation (pp. 120-138). Thousand Oaks, California: Corwin Press.
Angus, L. (1989). New leadership and possibility of educational reform. In J. Smyth (Ed.), Critical perspectives on educational leadership (pp. 63-92). London: Falmer Press.
Appleby, R. (1997). A middle management course: Professional development or manipulation? Teacher Development, 1(2), 293-306.
Argyris, C., Putnam, R., & Smith, D. M. (1985). Action science. San Francisco, California: Jossey-Bass.
Aubrey-Hopkins, J., & James, C. (2002). Improving practice in subject departments: The experience of secondary school subject leaders in Wales. School Leadership & Management, 22(3), 305-320.
Babbie, E. (2004). The practice of social research (10th ed.). Belmont, California: Wadsworth.
Ball, S. J. (1987). The micro-politics of the school. London: Metheun.
Ball, S. J. (1990). Politics and policy making in education: Explorations in policy sociology. London: Routledge.
Bell, D., & Ritchie, R. (1999). Toward effective subject leadership in the primary school. Buckingham: Open University Press.
Bennet, C., & Downes, P. (1998). Leading parents to fuller involvement. Managing in Education., 12(5), 12-14.
Bennett, N. (1999). Middle management in secondary school: Introduction. School Leadership & Management, 19(3), 289-292.
Bennett, N., Newton, W., Wise, C., Woods, P. A., & Economou, A. (2003). The rule and purpose of middle leaders in school. Nottingham: National College for School Leadership.
Bennett, N., Wise, C., Woods, P., & Harvey, J. A. (2003). Distributed leadership. Nottingham: National College for School Leadership.
Bennett, N., Woods, P., Wise, C., & Newton, W. (2007). Understandings of middle leadership in secondary schools: A review of empirical research. School Leadership & Management, 27(5), 453-470.
Bishop, P., & Mulford, B. (1999). When will they ever learn?: Another failure of centrally-imposed change. School Leadership & Management, 19(2), 179-187.
Blandford, S. (1997). Middle management in school: How to harmonise managing and teaching for and effective school. London: Financial Times Pitman.
Blandford, S. (2006). Middle leadership in school: Harmonising leadership and learning (2nd ed.). London: Person Education.
Blase, J. (1988). The politics of favoritism: A qualitative analysis of the teachers’ perspective. Educational administration Quarterly, 24(2), 152-177.
Blase, J. (1989). The micropolitical of the school: the everyday political orientation of teachers toward open school principals. Educational Administration Quarterly, 25(4), 377-407.
Blase, J. (Ed.) (1991). The politics of life in schools: Power, conflict and cooperation. Thousand Oaks, California: Corwin Press.
Blase, J., & Anderson, G. L. (1995). The micropolitics of educational leadership: From control to empowerment. London: Cassell.
Blase, J., & Blase, J. (2002). The micropolitics of instructional supervision: A call for research. Educational Administration Quarterly, 38(1), 6-44.
Blenkin, G. M., Edwards, G., & Kelly, A. V. (1997). Perspectives on educational change. In A. Harris, N. Bennett & M. Preedy (Eds.), Organizational effectiveness and improvement in education (pp. 216-230). Buckingham: Open University Press.
Borich, Gary. D. (1996). Effective teaching methods (3rd ed.). New Jersey: Prentice-Hall.
Bradley, M. K., Kallick, B. & Regan, H. B. (1991). The staff development manager: A guide to professional growth. Boston: Allyn & Bacon.
Brandes, D., & Ginnis, P. (1990). The student centred school: Ideas for practical visionaries. Oxford: Blackwell.
Briggs, A., & Burton, N. (2001). The management of resources for learing. In D. Middlewood & N. Burton (Eds.), Managing the curriculum (pp. 204-216). London: Paul Chapman.
Brown, M. Rutherford, D. (1998). Changing roles and raising standards: New challenges for heads of department. School Leadership & Management, 18(1), 75-88.
Brown, M., Rutherford, D., & Boyle, B. (2000). Leadership for school improvement: The role of the head of department in UK secondary schools. School Effectiveness and School Improvement, 11(2), 237-258.
Burch, P. (2007). School leadership practice and the school subject: The Baxter case. In J. P. Spillane & J. B.Diamond (Eds.), Distributed leadership in practice (pp 129-145). New York: Teachers College, Columbia University.
Bruner, J. (1985). Narrative and paradigmatic modes of thought. In E. Eisner (Ed.), Learning and teaching: The ways of knowing (pp. 97-115). Chicago: Chicago University Press.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Burns, T. (1961). Micropolitics: Mechanisms of institutional change. Administration Science Quarterly, 6, 257-281.
Burton, N. (2004). Financial resource management. In M. Brundrett & I. Terrell (Eds.), Learning to lead in the secondary school: Becoming an effective head of department (pp. 169-181). London: Routledgefalmer.
Burton, N., & Brundrett, M. (2005). Leading the curriculum in the primary school. London: Paul Chapman.
Bush, T. (1997). Collegial models. In A. Harris, N. Bennett & M. Preedy (Eds.), Organizational effectiveness and improvement in education (pp. 68-79). Buckingham: Open University Press.
Bush, T. (2003). Theories of educational leadership and management (3rd ed.). London: Sage.
Bush, T., Bell, L., Bolam, R., Glatter, R., & Ribbins, P. (Eds.). (1999). Educational management: Redefining theory, policy and practice. London: Paul Chapman.
Bush, T., & Glover, D. (2003). School leadership: Concepts and evidence. Nottingham: National College for School Leadership.
Busher, H. (2001). The micro-politics of change, improvement and effectiveness in schools. In A. Harris & N. Bennett (Eds.), School effectiveness and school improvement (pp. 75-97). London: Continuum.
Busher, H. (2005). Being a middle leader: Exploring professional identities. School Leadership & Management, 25(1), 137-154.
Busher, H. (2006). Understanding educational leadership: People, power and culture. Buckingham: Open University Press.
Busher, H., Hammersley-Fletcher, L., & Turner, C. (2007). Making sense of middle leadership: Community, power and practice. School Leadership & Management, 27(5), 405-422.
Busher, H., & Harris, A. (1999). Leadership of school subject areas: Tensions and dilemmas of managing in the middle. School Leadership & Management, 19(3), 305-317.
Busher, H., Harris, A., & Wise, C. (2000). Subject leadership and school improvement. London: Paul Chapman.
Caldwell, B. J. (1997). The impact of self-management and self-government on professional cultures of teaching: A strategic analysis for the twenty-first century. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing Teachers back in (pp. 62-76). Buckingham: Open University Press.
Campbell, J., & Neill, S. R. (1997). Managing teachers’ time under systemic reform. In T. Bush & D. Middlewood (Eds.), Managing people in education (pp. 93-112). London: Paul Chapman.
Chapman, C. (2003). Building the leadership capacity for school improvement: A case study. In A. Harris, C. Day, M. Hadfield, D. Hopkins, A. Hargreaves & C. Chapman (Eds.), Effective leadership for school improvement (pp. 137-153). London: RoutledgeFalmer.
Chen, H-J. (2005). Routines and micro-politics in a Taiwanese primary school: A qualitative analysis of the dialectical relationship between structure and agency. International Journal of Educational Development, 25, 580-581.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.
Coldren, A. F. (2007). Spanning the boundary between school leadership and classroom instruction at Hillside elementary school. In J. P. Spillane & J. B.Diamond (Eds.), Distributed leadership in practice (pp 16-34). New York: Teachers College, Columbia University.
Coulby, D. (2000). Beyond the national curriculum. London: Falmer Press.
Cranston, N., & Enrich, L. (2005). Enhancing the effectiveness of senior management teams in schools. International Studies in Educational Administration, 33(1), 79-91.
Crawford, M. (1997). Managing stress in education. In T. Bush & D. Middlewood (Eds.), Managing people in education (pp. 113-122). London: Paul Chapman.
Crawford, M. (2003). Challenging circumstance: The role of distributed and intensified leadership. In N. Bennett & L. Anderson (Eds.), Rethinking educational leadership: Challenging the conventions (pp. 77-88). London: Sage.
Crawford, M. (2005). Distributed leadership and headship: A paradoxical relationship? School Leadership & Management, 25(3), 213-215.
Crowther, F., Kaagan, S. S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, California: Corwin Press.
Davies, B. (Ed.). (2005). The essentials of school leadership. London: Paul Chapman.
Davies, B. (2006). Leading the strategically focus school: Success and sustainability. London: Paul Chapman.
Davies, B. (2007). Sustainable leadership. In B. Davies (Ed.), Developing sustainable leadership (11-25). London: Paul Chapman.
Davies, B., Ellison, L., & Bowring-Carr, C. (2005). School leadership in the 21st century (2nd ed.). London: RoutledgeFalmer.
Day, C. (1997). Teachers in the twenty-first century: Time to renew the vision. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing Teachers back in (pp. 43-61). Buckingham: Open University Press.
Day, C. (1998). Developing teachers: The challenge of lifelong learning. London: Falmer Press.
Day, C. (2003). Successful leadership in the twenty-first century. In A. Harris, C. Day, M. Hadfield, D. Hopkins, A. Hargreaves & C. Chapman (Eds.), Effective leadership for school improvement (pp. 157-179). London: RoutledgeFalmer.
Day, C., Hall, C., & Whitaker, P. (1998). Developing leadership in primary schools. London: Paul Chapman.
Day, C., Sammons, P., Hopkins, D., Leithwood, K., & Kington, A. (2008). Research into the impact of school leadership on pupil outcomes: Policy and research contexts. School Leadership & Management, 28(1), 5-25.
Day, D. V., Gronn, P., & Salas, E. (2004). Leadership capacity of teams. The Leadership Quarterly, 15, 857-880.
DfES(2002). Securing improvement: The role of subject leaders. London: DfES.
Dinham, S. (2007). The secondary Head of Department and achievement of exceptiional student outcomes. Journal of Educational Administration, 45(1), 62-79.
Dimmock, C., Walker, A. (2005). Educational leadership: Culture and diversity. London: Sage.
Duncan, D. (2004). Subject leader accountability. In M. Brundrett & I. Terell (Eds.), Learning to lead in the secondary school: Becoming an effective head of department (pp. 30-38). London: RoutledgeFalmer.
Durrant, J., & Holden, G. (2006). Teacher leading change: Doing research for school improvement. London: Paul Chapman.
Earley, P., & Weindling, D. (2004). Understanding school leadership. London: Paul Chapman.
Easton, C., Golightly, J., Oyston, M., & Waters, M. (1999). Coordinating the curriculum in the smaller primary school. London: Falmer Press.
Everard, K. B., Morris, G., & Wilson, I. (2004). Effective school management (4th ed.). London: Paul Chapman.
Featherstone, S. (1996). An inspector calls: The role of the curriculum co-ordinator in inspection. In J. O’Neill & K. Kitson (Eds.), Effective curriculum management (pp. 41-51). London: Routledge.
Feiman-Nemser, S., & Floden, R. F. (1986). The culture of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp.505-526). New York: Macmillan.
Field, K. (2004). Subject leadership: principles and practice, The cross-curriculum management. London: Optimus.
Field, K., Holden, P., & Lawlor, H. (2000). Effective subject leadership. London: Routledge.
Fincham, R., & Rhodes, P. (2005). Principles of organizational behavior (4th ed.). New York: Oxford University Press.
Firestone, W. A., & Martinez, M. C. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6(1), 3-35.
Fleer, M., & Geace, T. (2003). Building a community of science learners through legitimate collegial participation. In J. Wallace & J. Loughran (Eds.), Leadership and professional development in science education: New possibilities for enhancing teacher learning (pp. 116-133). London: RoutledgeFalmer.
Fleming, P. (2000). The art of middle management in secondary schools: A guide to effective subject and team leadership. London: David Fulton.
Fleming, P., & Amesburv, M. (2001). The art of middle management in primary schools: A guide to effective subject, year and team leadership. London: David Fulton.
Fletcher-Campbell, F. (2003). Promotion to middle management: Some practitioner’s perceptions. Educational Research, 45(1), 1-15.
Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 645-672) (2nd ed.). London: Sage.
Foreman, K. (1997). Managing individual performance. In T. Bush & D. Middlewood (Eds.), Managing people in education (pp. 203-219). London: Paul Chapman.
Foster, W. (1989). Toward a critical practice of leadership. In J. Smyth (Ed.), Critical perspectives on educational leadership (pp. 39-62). London: Falmer Press.
Foucault, M. (1977). Discipline and punish: The birth of prison. London: Routledge.
Fullan, M. (1982). The meaning of educational change. New York: Teachers College, Columbia University.
Fullan, M. (2002). The new meaning of educational change (3rd ed.). New York: Teachers College, Columbia University.
Furlong, J., Barton, L., Miles, S., Whiting, G.., & Whitty, G.. (2000). Teacher education in transition: Re-forming professionalism? Buckingham: Open University Press.
Galton, M. (1996). Teaching, learning and co-ordinator. In J. O’Neill & K. Kitson (Eds.), Effective curriculum management (pp. 11-19). London: Routledge.
Giancola, J. M., & Hutchison, J. K. (2005). Transforming the culture of school leadership: Humanizing our practice. Thousand Oaks, California: Corwin Press.
Giddens, A. (1979). Central problems in social theory: Action, structure, and contradiction in social analysis. Berkeley and Los Angeles: University of California Press.
Giddens, A. (1984). The constitution of society. Cambridge: Polity Press.
Gipps, C. (1992). Developing assessment for the National Curriculum. London: Kogan Page.
Glanz, J. (2006). Cultural leadership. Thousand Oaks, California: Corwin Press.
Glanz, J., & Neville, R. F. (1997). Educational supervision: Perspectives, issues and controversies. Norwood, Massachusetts: Christopher-Gordon.
Glatter, R. (2003). Governance, autonomy and accountability in education. In M. Preedy, R. Glatter & C. Wise (Eds.), Strategic leadership and educational improvement (pp. 44-59). London: Paul Chapman.
Glatter, R., & Harvey, J. A. (2006). Varieties of shared headship: A preliminary exploration. Nottingham: National College for School Leadership.
Glover, D., Bennett, N., Crawford, M., & Levacic, R. (1997). Strategic and resource management in primary schools: Evidence from OfSTED inspection reports. School Leadership & Management, 17(3), 357-374.
Glover, D., Gleeson, D., Gough, G., & Johnson, M. (1998). The meaning of management: The development needs of middle manager in secondary schools. Educational Management and Administration, 26(3), 279-292.
Glover, D., & Miller, D. (1999). The working day of the subject leader and the impact of interruption on teaching and learning in second school. Reaearch in education, 62, 55-65.
Glover, D., Miller, D., Gambling, M., Gough, G., & Johnson, M. (1999). As others see us: Senior management and subject stall perceptions of the work effectiveness of subject leaders in secondary schools. School Leadership & Management, 19(3), 331-344.
Goodson, I. F. (1997). ‘Trendy theory’ and teacher professionalism. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing Teachers back in (pp. 29-42). Buckingham: Open University Press.
Gorard, S. (2008). The value-added of primary schools: What is it really measuring? Educational Review, 60(2), 179-185.
Gordon, P., & Lawton, D. (2003). Dictionary of British education. London: Woburn Press.
Grace, G. (1995). School leadership: Beyond education management. London: Falmer Press.
Graham, C., & Neu, D. (2004). Standardized testing and the construction of governable persons. Journal of Curriculum Studies, 36(3), 295-319.
Green, J. E. (2001). Education in the United Kingdom and Ireland. Indiana: Bloomington
Greenfield, W. D. (1991). The micropolitics of leadership in an urban elementary school. In J. Blase (Ed.), The politics of life in schools: Power, conflict and cooperation (pp. 161-184). Thousand Oaks, California: Corwin Press.
Gronn, P. (2000). Distributed leadership: A new architecture for leadership. Educational Management and Administration, 28(3), 317-338.
Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13, 423-451.
Gronn, P. (2003a). The new work of educational leaders: Changing leadership practice in an era of school reform. London: Paul Chapman.
Gronn, P. (2003b). Distributed and intensifying school leadership. In N. Bennett & L. Anderson (Eds.), Rethinking educational leadership: Challenging the conventions (pp. 60-73). London: Sage.
Gronn, P. (2008). The future of distributed leadership. Journal of educational administration, 28(3), 141-158.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, California: Corwin Press.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and practice, 8 (3), 381-391.
Hadfield, M. (2007). Co-leaders and middle leaders: The dynamic between leaders and followers in networks of schools. School Leadership & Management, 27(3), 259-283.
Hales, C. (1997). Power, authority and influence. In A. Harris, N. Bennett & M. Preedy (Eds.), Organizational effectiveness and improvement in education (pp. 22-30). Buckingham: Open University Press.
Hall, V., & Southworth, G. (1997). Headship. School Leadership & Management, 17(2), 151-170.
Hallinger, P., & Heck, R. (1999). Can leadership enhance school effectiveness? In T. Bush, L. Bell, Bolam, r. Glatter & P. Ribbins (Eds.), Educational management: Redefining theory, policy and practice (pp178-190). London: Paul Chapman.
Halverson, R. R. (2007). Systems of practice and professional community: The Adams case. In J. P. Spillane & J. B.Diamond (Eds.), Distributed leadership in practice (pp 35-62). New York: Teachers College, Columbia University.
Hammersley-Fletcher, L. (2002). Becoming a subject leader: What’s in a name? Subject leadership in English primary schools. School Leadership & Management, 22(4), 407-420.
Hammersley-Fletcher, L., & Brundrett, M. (2005). Leaders on leadership: The impression of primary school head teachers and subject leaders. School Leadership & Management, 25(1), 59-75.
Hammersley-Fletcher, L., & Kirkham, G. (2007). Middle leadership in primary scjool communities of practice: Distribution or deception. School Leadership & Management, 27(5), 423-435.
Hardie, B. (2001). Managing monitoring of the curriculum. In D. Middlewood & N. Burton (Eds.), Managing the curriculum (pp. 70-88). London: Paul Chapman.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College, Columbia University.
Hargreaves, A. (1991). Contrived collegiality: The micropolitics of teacher collaboration. In J. Blase (Ed.), The politics of life in schools: Power, conflict and cooperation (pp. 46-72). Thousand Oaks, California: Corwin Press.
Hargreaves, A. (1992). Culture of teaching: A focus for change. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (pp. 216-240). New York: Teachers College, Columbia University.
Hargreaves, A. (1995). Development and desire: A postmodern perspective. In T. R. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 9-34). Buckingham: Open University Press.
Hargreaves, A. (1997). From reform to renewal: A new deal for a new age. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing Teachers back in (pp. 105-125). Buckingham: Open University Press.
Hargreaves, A., & Evans R. (1997). Beyond educational reform: Bringing Teachers back in. Buckingham: Open University Press.
Hargreaves, D. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement, 6(1), 23-46.
Harold, B. (1998). Head’-ing into the future: The changing role of New Zealand principals. International Journal of Educational Research, 29, 347-357.
Harris, A. (1998). Improving ineffective departments in secondary schools. Educational Management and Administration, 26(3), 269-278.
Harris, A. (1999a). Effective subject leadership in secondary school. London: David Fulton.
Harris, A. (1999b). Teaching and learning in the effective school. Aldershot: Ashgate.
Harris, A. (2000). Effective leadership and departmental improvement. Westminster Studies in Education, 23, 81-90.
Harris, A. (2002). Distributed leadership in school: Leading or misleading? Management in Education, 16(5), 10-13.
Harris, A. (2003a). Introduction. In A. Harris, C. Day, M. Hadfield, D. Hopkins, A. Hargreaves & C. Chapman (Eds.), Effective leadership for school improvement (pp. 1-5). London: RoutledgeFalmer.
Harris, A. (2003b). Teacher leadership and school improvement. In A. Harris, C. Day, M. Hadfield, D. Hopkins, A. Hargreaves & C. Chapman (Eds.), Effective leadership for school improvement (pp. 72-83). London: RoutledgeFalmer.
Harris, A. (2005). Reflection on Distributed leadership. Management in Education, 19(2), 10-12.
Harris, A. (2006a). Opening up the ‘black box’ of leadership practice: Taking a distributed leadership perspective. International Studies in Educational Administration, 34(2), 37-45.
Harris, A. (2006b). Leading change in school in difficulty. Journal of Educational Change, 7, 9-18.
Harris, A., Busher, H., & Wise, C. (2001). Effective training for subject leaders. Journal of In-Service Education, 27(1), 83-94.
Harris, A., & Day, C. (2003). From singular to plural? Challenging the orthodoxy of school leadership. In N. Bennett & L. Anderson (Eds.), Rethinking educational leadership: Challenging the conventions (pp. 89-99). London: Sage.
Harris, A., Jamieson, I. M., & Russ, J. (1997). A study of effective departments in secondary school. In A. Harris, N. Bennett & M. Preedy (Eds.), Organizational effectiveness and improvement in education (pp. 147-161). Buckingham: Open University Press.
Harris, A., & Lambert, L. (2003). Building leadership capacity for school improvement. Buckingham: Open University Press.
Harris, A., & Muijs, D. (2003). Teacher leadership: A review of the research. Nottingham: National College for School Leadership.
Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Buckingham: Open University Press.
Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26, 94-125.
Hobbs, K. (2006). Rethinking middle leadership roles in secondary schools. Nottingham: National College for School Leadership.
Hochschild, A. R. (1983). The managed heart commercialization of human feeling. Berkeley: University of California.
Hollingsworth, A. (2004). The school as a professional learning community: Perspectives from Tasmanian and English schools on the essentials for creating a community of learning in a school. Nottingham: National College for School Leadership.
Hopkins, D. (2003). Instructional leadership and school improvement. In A. Harris, C. Day, M. Hadfield, D. Hopkins, A. Hargreaves & C. Chapman (Eds.), Effective leadership for school improvement (pp. 55-71). London: RoutledgeFalmer.
Hopkins, D., Ainscow, M., & West, M. (1997). School improvement: Propositions for actions. In A. Harris, N. Bennett, & M. Preedy (Eds.), Organisational Effectiveness and improvement in education (pp. 261-270). Milton Keynes: Open University Press.
Hoyle, E. (1986). The politics of school management. London: Hodder and Stroughton.
Hoyle, E. (1999). The two faces of micropolitics. School Leadership & Management, 19(2), 213-222.
Hoult, E. (2002). Learning to lead: The implications of the standards for subject leaders in England. Journal of In-Service Education, 28(3), 475-494.
Hoult, E. (2004). Subject leadership: principles and practice, Policy implementation. London: Optimus.
Hughes, S. (2004). Subject leadership: principles and practice, Resource management. London: Optimus.
James, C., Aubrey-Hopkins, J. (2003). The leadership authority of educational 'Middle Mangers': The case of subject leaders in secondary schools in Wales. International Studies in Educational Administration, 31(1), 50-64.
Johnson, B. (2003). Teacher collaboration: Good for some, not so good for others. Educational Studies, 29(4). 337-350.
Jones, J. (2005). Management skills in schools. London: Sage.
Kelchtermans, G., & Ballet, K. (2002). The micropolitics of teacher induction: A narrative-biographical study on teacher socialisation. Teaching and Teacher Education, 18, 105-120.
Kelly, A. V. (1999). The curriculum: Theory and practice (4th ed.). London: Paul Chapman.
Kerry, T. (2005). The evolving role of the head of department. London Review of Education, 3(1), 65-80.
Kirkham, G. (2004). Subject leadership: Principles and practice, The role of the subject leader. London: Optimus.
Lambert, L. (1998). How to build leadership capacity. Educational Leadership, 55(7), 17-19.
Lambert, L. (2002). Toward a deepened theory of constructivist leadership. In L. Lambert, D. Walker, D. P. Zimmerman, J. E. Cooper, M. D. Lambert, M. E. Gardner & M. Szabo (Eds.). The constructivist leader (2nd ed.) (pp. 34-62). New York: Teachers College, Columbia University.
Lambert, L. (2003). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23(4), 421-430.
Lambert, L., Walker, D., Zimmerman, D. P., Cooper, J. E., Lambert, M. D., Gardner, M. E., & Szabo, M. (Eds.). (2002). The constructivist leader (2nd ed.). New York: Teachers College, Columbia University.
Lawton, D. (2005). Education and Labour Party ideologies: 1900-2001 and beyond. London: RoutledgeFalmer.
Leithwood, K., & Day, C. (2008). The impact of school leadership on pupil outcomes. School Leadership & Management, 28(1), 1-4.
Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006a). Seven strong claims about successful school leadership. Nottingham: National College for School Leadership.
Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006b). Successful school leadership: What it is and how it influences pupil learning. Research Report 800. London: DfES.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27-42.
Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N., & Yashkina, A. (2007). Distributing leadership to make schools smarter: Taking the ego out of the system. Leadership and Policy in Schools, 6(1), 37-67.
Leithwood, K., Tomlinson, D., & Genge, M. (1996). Transformational school leadership. In K. Leithwood, J. Chapman, D. Corson, H, Hallinger & A, Hart (Eds.), International handbook of educational leadership and administration (pp. 785-840). Boston: Kluwer Academic.
Levacic, R. (1995). Local management of schools: Analysis and practice. Buckingham: Open University Press.
Lewis, P., & Murphy, R. (2008). New directions in school leadership. School Leadership & Management, 28(2), 127-146.
Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco, California: Jossey-Bass.
Lima, J. A. (2008). Department networks and distributed leadership in schools. School Leadership & Management, 28(2), 159-187.
Lindle, J. C. (1999). What can the study of micropolitics contribute to the practice of leadership in reforming schools? School Leadership & Management, 19(2), 171-178.
Little, J. W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
Lunenburg, F. C., & Ornstein, A. C. (2004). Educational administration: Concepts and practices (4th ed.). Belmont, California: Wadsworth Thomson Learning.
Lunn, P., & Bishop, A. (2002). Subject leader and class teacher: Exploring the conflict of a dual role in a primary school. Research in Education, 68, 64-76.
MacBeath, J. (2005). Leadership as distributed: A matter of practice. School Leadership & Management, 25(4), 349-366.
Malen, B. (1994). The micropolitics of education: Mapping the multiple dimensions of power relations in school polities. Journal of Education policy, 9, 147-167.
Mangin, M. M. (2007). Facilitating elementary principal’s support for instructional teacher leadership. Education Administration Quarterly, 43(3), 319-357.
Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformation and instructional leadership. Education Administration Quarterly, 39(3), 370-397.
Marshall, C. (1991). The chasm between administrator and teacher cultures. In J. Blase (Ed.), The politics of life in schools: Power, conflict, and cooperation (pp.139-160). Thousand Oaks, California: Corwin Press.
Maslach, C. (2001). A multidimensional theory of burnout. In C. L. Cooper (Ed.), Theory of organizational stress (pp. 68-85). London: Oxford University Press.
Mawhinney, H. B. (1999). Reappraisal: The problems and prospects of studying the micropolictics of leadership in reforming schools. School Leadership & Management, 19(2), 159-170.
Mayer-Smith, J. (2003). The experience and challenges of teacher leadership in learning technology reform for science education: A tale of TESSI. In J. Wallace & J. Loughran (Eds.), Leadership and professional development in science education (pp. 81-98). London: RoutledgeFalmer.
Mayrowetz, D., Murphy, J., Louis, K. S., & Smylie, M. A. (2007). Distributed leadership as work redesign: retrofitting the job characteristics model. Leadership and Policy in Schools, 6(1), 69-101.
McGregor, J. (2003). Collaboration in communities of practice. In N. Bennett & L. Anderson (Eds.), Rethinking educational leadership: Challenge the conventions (pp. 113-130). London: Sage.
McLaughlin, M. W. (1997). Rebuilding teacher professionalism in the United Stated. In A. Hargreaves & R. Evans (Eds.), Beyond educational reform: Bringing Teachers back in (pp. 77-93). Buckingham: Open University Press.
Middlewood, D., & Burton, N. (Eds.). (2001). Managing the curriculum. London: Paul Chapman.
Morrison, K. (2002). School leadership and complexity theory. London: Routledge
Mullen, C., Gordon, S., Greenlee, B., & Anderson, R. (2002). Capacities for school leadership: Emerging trends in the literature. International Journal of Educational Reform, 11(2), 158-198.
Murphy, J. (1990). Principal instructional leadership. In R. S. Lotto & P. W. Thurston (Eds.). Advances in educational administration: Changing perspectives on the school (pp. 163-200). Greenwich, Connecticut: Jai Press.
Murphy, J. (1991). Restructuring school: Capturing and assessing the phenomena. New York: Teachers College, Columbia University.
Murphy, J. (2005). Connecting teacher leadership and school improvement. Thousand Oaks, California: Corwin Press.
NCSL. (2003). Too busy to learn? An instruction to collaborative leadership learning. Nottingham: National College for School Leadership.
NCSL. (2007). What we know about school leadership. Nottingham: National College for School Leadership.
Nichols, S. E., & Tippins, D. J. (2003). Community-based science education leadership enacted in a Filipino barangay. In J. Wallace & J. Loughran (Eds.), Leadership and professional development in science education: New possibilities for enhancing teacher learning (pp. 134-151). London: RoutledgeFalmer.
OfSTED. (2002). Good teaching, effective developments: Findings from a HMI of survey of subject teaching in secondary schools, 2000/01. London: Her Majesty’s Stationery Office.
OfSTED. (2005). The national literacy and numeracy strategies and the primary curriculum. London: Her Majesty’s Stationery Office.
Oliva, P. F. (2001). Developing the curriculum (5 ed.). New York: Longman.
O’Neill, J. (1996). The role of the co-ordinator. In J. O’Neill & K. Kitson (Eds.), Effective curriculum management (pp. 20-31). London: Routledge.
O’Neill, J. (2003). Understanding curriculum leadership in the secondary school. In N. Bennett & L. Anderson (Eds.), Rethinking educational leadership: Challenge the conventions (pp. 143-156). London: Sage.
Ornstein, A. C. (1995). Beyond effective teaching. In A. C. Ornstein (Ed.), Teaching: Theory into practice (pp. 274-291). Boston: Allyn and Bacon.
Owens, R. G. (2001). Organizational behavior in education: Instructional leadership and school reform (7th ed.). Boston: Allyn and Bacon.
Parkay, F. W., & Hass, G. (2000). Curriculum planning: A contemporary approach (7th ed.). Boston: Allyn and Bacon.
Pavlou, D. (2004). Teachers leaders and reflective practitioners: Building the capacity of a school to improve by promoting research and reflection. Nottingham: National College for School Leadership.
Penlington, C., Kington, A., & Day, C. (2008). Leadership in improving schools: A qualitative perspective. School Leadership & Management, 28(1), 65-82.
Poole, W. (1995). Reconstructing the teacher-administrator relation to achieve systemic change. Journal of School Leadership, 5, 565-596.
Preedy, M. (2001). Curriculum evaluation: Measuring what we value. In D. Middlewood & N. Burton (Eds.), Managing the curriculum (pp. 89-103). London: Paul Chapman.
Printy, S. M. (2008). Leadership for teacher learning: A community of practice perspective. Education Administration Quarterly, 44(2), 187-226.
Reid, I., Brain, K., & Boys, L. C. (2004). Teacher or learning leaders? Where have all the teachers gone? Gone to be leaders, everyone. Educational Studies, 30(3), 251-264.
Reinhartz, J., & Beach, D. M. (2004). Educational leadership: Changing schools, changing roles. Boston: Allyn & Bacon.
Reitzug, U. C. (1997). Images of principal instructional leadership: From supervision to collaborative inquiry. Journal of Curriculum Supervision, 12, 356-366.
Reynolds, D., Sammons., P., Stoll., L., Barber, M., & Hillman, J. (1997). School effectiveness improvement in the United Kingdom. In A. Harris, N. Bennett & M. Preedy (Eds.), Organizational effectiveness and improvement in education (pp. 124-137). Buckingham: Open University Press.
Riley, D., Mulford, B. (2007). England’s National College for School Leadership: A model for leadership education? Journal of Educational Administration, 45(1), 80-98.
Ritchie, S. M., Tobin, K., Roth, W. M., & Carambo, C. (2007). Transforming an academy through the enactment of collective curriculum leadership. Journal Curriculum Studies, 39(2), 151-175.
Robinson, V. M. J. (2008). Forging the links between distributed leadership and educational outcomes. Journal of Educational Administration, 46(2), 241-256.
Ross, A. (2000). Curriculum: Construction and critique. London: Falmer Press.
Rubin, L. (1985). Artistry and teaching. New York: Random House.
Ruding, E. (2000). Middle management in action. London: RoutledgeFalmer.
Ryan, G. E., & Bernard, H. R. (2000). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 769-802) (2nd ed.). London: Sage.
Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging link: Effective schools and effective departments. London: Paul Chapman.
Schein, E. (1992). Organisational culture and leadership (2nd ed.). San Francisco, CA: Jossey Bass.
Schmidt, M. (2000). Role theory, emotions, and identity in the department headship of secondary schooling. Teaching and Teacher Tducation, 16, 827-842.
Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myer, V. L. (2007). Teacher teams and distributed leadership: A study of group discourse and collaboration. Education Administration Quarterly, 43(1), 67-100.
Sergiovanni, T. (1991). The principalship: A reflective practice perspective. Boston: Allyn & Bacon.
Sherer, J. Z. (2007). The practice of leadership in mathematics and language arts: The Adam case. In J. P. Spillane & J. B.Diamond (Eds.), Distributed leadership in practice (pp 106-128). New York: Teachers College, Columbia University.
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: a contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching. (3rd ed.) (pp. 3-36). New York: Macmillan.
Silcock, P., & Brundrett, M. (2001). The management consequences of different models of teaching and learning. In D. Middlewood & N. Burton (Eds.), Managing the curriculum (pp. 35-51). London: Paul Chapman.
Silins, H., & Mulford, B. (2004). Schools as learning organisations: Effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15(3-4), 443-466.
Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teacher College Record, 102(4), 779-804.
Simon, S., Osborne, J., & Erduran, S. (2003). Systemic teacher development to enhance the use of argumentation in school science activities. In J. Wallace & J. Loughran (Eds.), Leadership and professional development in science education: New possibilities for enhancing teacher learning (pp. 198-217). London: RoutledgeFalmer.
Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary schools. London: Falmer Press.
Siskin, L. S. (1997). The challenge of leadershipin compressive high school: school vision and department divisions. Educational Administration Quarterly, 33, 604-623.
Smith, B. (2004). Development planning in the secondary school. In M. Brundrett & I. Terrell (Eds.), Learning to lead in the secondary school: Becoming an effective head of department (pp. 131-143). London: Routledgefalmer.
Smylie, M. A., & Denny, J. W. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly, 26(3), 235-259.
Southworth, G. (1999). Primary school leadership in England: Policy, practice and theory. School Leadership & Management, 19(1), 49-65.
Southworth, G. (2004). Primary school leadership in context. London: RoutledgeFalmer.
Southworth, G. (2005). Learning-centred leadership. In B. Davies, (Ed.), The essentials of school leadership (pp.75-92). London: Paul Chapman.
Spillane, J. P. (2006). Distributed leadership. San Francisco, California: Jossey-Bass.
Spillane, J. P. (2008). Distributed leadership. In J. H. Munro (Eds.), Roundtable viewpoints: Educational leadership (pp. 36-43). New York: McGraw-Hill Higher Education.
Spillane, J. P., Camburn, E. M., & Pareja, A. S. (2007). Taking a distributed perspective to the school principal’s workday. Leadership and Policy in Schools, 6(1), 103-125.
Spillane, J. P., Diamond, J. B. (Eds.). (2007). Distribution leadership in Practice. New York: Teachers College, Columbia University.
Spillane, J. P., Diamond, J. B., & Jita, L. (2003). Leading instruction: The distribution of leadership for instruction. Curriculum Studies, 35(5), 533-543.
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23-28.
Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Curriculum Studies, 36(1), 3-34.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, California: Sage
Stevenson, H. (2004). The recruitment and selection of staff. In M. Brundrett & I. Terrell (Eds.), Learning to lead in the secondary school: Becoming an effective head of department (pp. 193-203). London: Routledgefalmer.
Storey, A. (2004). The problem of distributed leadership in school. School Leadership & Management, 24(3), 249-265.
Szwed, C. (2007). Managing from the middle? Tensions and dilemmas in the role of the primary school special educational needs coordinator. School Leadership & Management, 27(5), 437-451.
Terrell, K. (2004). Performance management for middle managers. In M. Brundrett & I. Terrell (Eds.), Learning to lead in the secondary school: Becoming an effective head of department (pp. 108-112). London: Routledgefalmer.
Terrell, I., & Powell, E. (2004). Leading effective teaching and learning. In M. Brundrett & I. Terrell (Eds.), Learning to lead in the secondary school: Becoming an effective head of department (pp. 41-53). London: Routledgefalmer.
Terrell, I., & Terrell, K. (2004). Self management for the subject leader. In M. Brundrett & I. Terrell (Eds.), Learning to lead in the secondary school: Becoming an effective head of department (pp. 217-223). London: Routledgefalmer.
Timperley, H. S. (2005). Distributed leadership: Developing theory from practice. Journal of Curriculum Studies, 37(4), 395-420
Tomlinson, H. (2004). Educational leadership: Personal growth for professional development. London: Sage.
Tranter, S. (2000). From teacher to middle manager: Making the next step. London: Person Education.
TTA. (1998). National standards for subject leaders. London: TTA.
Turner, C. (1996). The roles and tasks of a subject head of department in secondary schools in England and Wales: A neglected area of research? School organization, 16(2), 203-217.
Turner, C. (2007). Leading from the middle: Dealing with diversity and complexity. School Leadership & Management, 27(5), 401-403.
Turner, C., & Bolam, R. (1998). Analysing the role of the subject head of department in secondary schools in England and Wales: Towards a theoretical framework. School Leadership & Management, 18(3), 373-388.
Vann, B. J. (1999). Micropolitics in the United Kingdom: Can a principal ever be expected to be ‘one of us’? School Leadership & Management, 19(2), 201-204.
Walker, D. (2002). Constructivist leadership: Standards, equity, and learning- Weaving whole cloth from multiple strands. In L. Lambert, D. Walker, D. P. Zimmerman, J. E. Cooper, M. D. Lambert, M. E. Gardner & M. Szabo (Eds.), The constructivist leader (2nd ed.) (pp. 1-33). New York: Teachers College, Columbia University.
Wallace, M. (2002). Modeling distributed leadership and management effectiveness: Primary school senior management teams in England and Wales. School Effectiveness and School Improvement, 13(2), 163-186.
Wallace, R., Engel, D., & Mooney, J. (1997). The learning school: A guide to vision based leadership. Thousand Oaks, California: Corwin Press.
Wallace, M., & Huckman, L. (1999). Senior management teams in primary schools. London: Routledge
Wallace, J., & Loughran, J. (Eds.). (2003). Leadership and professional development in science education: New possibilities for enhancing teacher learning. London: RoutledgeFalmer.
Wasley, P. A. (1991). Working together: Teacher leadership and collaboration. In C. Livingston (Ed.), Teacher leaders: Evolving roles (pp. 21-55). Washington, DC: National Education Association.
Watkins, P. (1989). Leadership, power, and symbols in the educational administration. In J. Smyth (Ed.), Critical perspectives on educational leadership (pp. 9-37). London: Falmer Press.
West, N. (1998). Middle management in the primary school: A development guide for curriculum leaders, subject managers and senior staff (2nd ed.). London: David Fulton.
West-Burnham, J. (2004). Building leadership capacity: Helping leaders learn. Nottingham: National College for School Leadership.
Whitaker, K. S. (2003). Principal role changes and influence on principal recruitment and selection: An international perspective. Journal of Educational Administration. 41(1), 37-54.
Whitty, G., Power, S., & Halpin, D. (1998). Devolution & choice in education: The school, the state and the market. Buckingham: Open University Press.
Williams, J. (2002). Professional leadership in school: Effective middle management and subject leadership. London: Kogan Page.
Williams, V. (1995). Toward self-managing school. London: Cassell.
Wise, C. (2001). The monitoring role of the academic middle manager in secondary schools. Educational Management and Administration, 29(3), 333-342.
Wise, C. (2003). Leaders of subject communities. In N. Bennett & L. Anderson (Eds.), Rethinking educational leadership: Challenge the conventions (pp. 131-142).
Wise, C., & Busher, H. (2001). The subject leader. In D. Middlewood & N. Burton (Eds.), Managing the curriculum (pp. 122-134). London: Paul Chapman.
Witziers, B., & Bosker, R. J., & Kruger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Education Administration Quarterly, 39(3), 398-425.
Woods, P. A. (2004). Democratic leadership: Drawing distinctions with distributed leadership. International Journal of Leadership in Education, 7(1), 3-26.
Yukl, G. (1999). An evaluation of conceptual weaknesses in the transformational and charismatic leadership theories. Leadership Quarterly, 10(2), 285-305.
Yukl, G. A. (2002). Leadership in organizations (5th ed.). Upper Saddle River, New Jersey: Prentice-Hall.
Zepeda, S. J. (1999). Staff development: Practices that promote leadership in learning communities. New York: Eye On Education.