Dissertation Mentoring Project 2
Pammy Darden
Scholarly Resources
Leadership:
Bellamy, G.T., Fulmer, C., & Muth, R. (2007.) Five ideas for reframing the principalship.
EducationalLeadership and Administration, 19,57-74. Retrieved from
Blankstein, A.M. (2004). Courageous leadership for school success. In J.Parnell & F.
Zucker(Eds.), Failureis NOT an Option (pp.13-29). Thousand Oaks, California: Corwin
Press.
Day, D. (2007). What being a successful principal really means: An international perspective.
Educational Leadership and Administration, 19, 13-24. Retrieved from
Garrison-Wade, D., Sobel, D., & Fulmer, C. (2007). Inclusive leadership: Preparing principals
for the role that awaits them. Educational Leadership and Administration, 19, 117-
132. Retrieved from
Jackson, J. (2005). Leadership for urban public schools. The Educational Forum, 69, 192-202.
Retrieved from
Leithwood, K., & Jantzi, D. (2008). Linking leadership to student learning: The contributions
of leader efficacy. Educational Administration Quarterly, 44(4), 496-528. doi:
10.1177/0013161X08321501
Leon, R. (2008). District office leadership: Hero or villain?CAPEA Education Leadership and
Administration, 20, 46-56. Retrieved from
Louis, K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student
achievement? Results from a national US survey. School Effectiveness and School
Improvement, 21(3), 315-336. doi: 10.1080/09243453.2010.486586
Patton, S., Leithwood, K., & Jantzi, D. (2010). Testing a conception of how school leadership
influences student learning. Educational Administration Quarterly, 46(5), 671-706. doi:
10.1177/0013161X10377347
Reames, Ellen. (2010). Shifting paradigms: Redesigning a principal preparation program’s
curriculum. Journal of Research on Leadership Education, 5(12.5),436-459. Retrieved
from
Salazar, P. (2007). The professional development needs of rural high school principals:
Aseven-state study.The Rural Educator, 28(3), 20-27. Retrieved from
Streshly, W., & Gray, P. (2008). A close look at six super star principals: Implications for
educational leadership and administration programs. CAPEA Education Leadership
and Administration, 20,116-124. Retrieved from
School Improvement:
Bifulco, R., Duncombe, W., & Yinger, J. (2005). Does whole-school reform boost student
performance? The case of New York City. Journal of Policy Analysis and Management,
24(1), 47-72. doi: 10.1002/pam.20069
Crane, E., Barrat, V., & Huang, M. (2011). Achievement trends of schools and students in
Arizona’s TitleI school improvement program. (REL 2011-No. 017). Washington,
D.C.: U.S. Department of Education, Institute of Education Sciences, National Center for
Education Evaluation and Regional Assistance, Regional Laboratory West. Retrieved
from
Forte, E., & edCount, LLC. (2010). Examining the assumptions underlying the NCLB federal
accountability policy on school improvement. Educational Psychologist, 45(2), 76-88.
doi:10.1080/00461521003704738
Granger, D.A. (2008). No child left behind and the spectacle of failing schools: The
mythology ofcontemporary school reform. Educational Studies,43, 206-228. doi:
10.1080/00131194082117654
Hanushek, E.A., & Raymond, M.E. (2005). Does school accountability lead to improved
studentperformance? Journal of Policy Analysis and Management, 24(2), 297-327. doi:
10.1002/pam.20091
MacMahon, B. (2011). The perpetuation of risk: Organizational and institutional policies and
practicesin a Title I school. Journal of Critical Educational Policy, 9(2), 199-215.
Retrieved from
Schmoker, M. (1999). Results: The key to continuous school improvement(2nd ed.). Alexandria,
Virginia:Association for Supervision and Curriculum Development.
U.S. Department of Education. (2007). Final report on the national assessment of Title I:
Summaryof key findings (NCEE 2008-4014). Washington, DC: National Center for
EducationEvaluation, Regional Assistance and Institute of Education Sciences.
Retrieved from
Leadership and School Improvement:
Bush, T. (2009). Leadership development and school improvement: Contemporary issues in
leadership development. Educational Review, 61(4), 375-389. doi:
10.1080/00131910903403956
Gardiner, M., Canfield-Davis, K., & Anderson, K. (2008). Urban school principals and the No
Child Left Behind Act,Urban Review, 41, 141-160. doi: 10.1007/s11256-008-0102-1
Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale
reform: Effects on students, teachers, and their classroom practices. School
Effectiveness and SchoolImprovement, 17(2), 201-227. doi:
10.1080/09243450600565829
Nettles, S., & Herrington, C. (2007) Revisiting the importance of the direct effects of school
leadership on student achievement: The implications for school improvement policy.
Peabody Journal ofEducation, 82(4), 724-736. doi: 10.1080/016195560701603239
Provost, J., Boscardin, M.L., & Wells, C. (2010). Perceptions of principal leadership behaviors
in Massachusetts in the era of education reform. Journal of School Leadership, 20(5),
532-560. Retrieved from
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