The Development of Curriculum Leadership in Teachers: A Multiple Case Study
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-023-00765-7.pdf
Reference39 articles.
1. Angelle, P. S., & DeHart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. NASSP Bulletin, 95(2), 141–160. https://doi.org/10.1177/0192636511415397
2. Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research in education: An introduction to theory and methods. Pearson.
3. Bronkhorst, L. H., Meijer, P. C., Koster, B., & Vermunt, J. D. (2014). Deliberate practice in teacher education. European Journal of Teacher Education, 37(1), 18–34. https://doi.org/10.1080/02619768.2013.825242
4. Castner, D. J., Schneider, J. L., & Henderson, J. G. (2017). An ethic of democratic, curriculum-based teacher leadership. Leadership and Policy in Schools, 16(2), 328–356. https://doi.org/10.1080/15700763.2017.1298814
5. Chen, J. Y., Yang, Y. R., Xu, F. H., Xu, W. Z., Zhang, X. L., Wang, Y., & Zhang, Y. S. (2021). Factors influencing curriculum leadership of primary and secondary school teachers from the perspective of field dynamic theory: An empirical investigation in China. Sustainability, 13, 12007. https://doi.org/10.3390/su132112007
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