Marchese-Sansing

Article 1 Described leadership and management arrangements in schools and explore relations between these arrangements and other crucial variables in the school context - organizational conditions, instructional innovation, and student learning.
 * Spillane, J.. (2009). Managing to Lead: Refraining School Leadership and Management. //Phi Delta Kappan,// //91//(3), 70-73. (Document ID: 1916871851). ||
 * Paying attention to management yields discoveries about the practice of school leadership. ||

Even when we focus on the principal's work day, we find that others play a central role, either taking responsibility for activities themselves or co-performing the activity with the principal

Article 2 Williams, H.. (2009). LEADERSHIP CAPACITY - A KEY TO SUSTAINING LASTING IMPROVEMENT. //Education,// //130//(1), 30-41. (Document ID: 2075642071).

Reliance on the leadership of the principal alone is no longer viable if schools are to improve and sustain improvement. Leadership capacity is about creating conditions within the school for growth, self-renewal, and the development and distribution of leadership throughout the school organization. Studies indicate that school leaders and teachers must commit, participate, and have leadership capacity for a school to sustain meaningful change.
 * Article 3

Hunt, J.. (2008). A Nation at Risk and No Child Left Behind: DÉJÀ VU FOR ADMINISTRATORS? //Phi Delta Kappan,// //89//(8), 580-585. (Document ID: 1461479761)

"While management skills, die nerve to discipline, and political savvy are undoubtedly qualities principals still need, improved teaching and learning has become the school leader's central concern, the essential benchmark for success. ||

Article 4 Wayne K. Hoy, & Page A. Smith. (2007). Influence: a key to successful leadership. //The International Journal of Educational Management,// //21//(2), 158-167. (Document ID: 1283137921).

Ten basic strategies for educational leaders are proposed to persuade and influence students, teachers, and parents - ten principles of influence.

Article 5
 * Keith D. Walker. (2006). Fostering hope: a leader's first and last task. //Journal of Educational Administration,// //44//(6), 540-569. (Document ID: 1143409021).

The author argues that hope is an essential component of leader agency which when unhindered and defined in a multidimensional fashion may be used to transform the experiences of learning communities. The author argues that leaders who foster warranted hope in constituents will gain transformational leverage to improve educational practice and the experiences of learners and their communities. || Article 6

Shisler, Clifford. (1995). Faculty development: The personal touch. //SRA Journal, 27// (2), 31. (Document ID: 10247143).

 Six ways to personalize a faculty development program are discussed. Suggestions include: 1. holding an open house at the beginning of the year, 2. meeting with new faculty individually or in small groups, and 3. staging end-of-the-year events to express appreciation.

Article 7


 * Bogotch, Ira E, Williams, Paul Jr, & Hale, Jim. (1995). School managerial control: Validating a social concept. //Journal of Educational Administration, 33// (1), 44. (Document ID: 8985394). ||

School managerial control is derived from perceptions of behavioral interactions between teachers and administrators along 2 dimensions - regular patterns of formal and informal structures and rules, and discretionary behaviors reflecting the quality of managerial performanc