A liderança no contexto das escolas
DOI :
https://doi.org/10.5902/1984644484505Mots-clés :
Liderança, Educação, EscolasRésumé
As pesquisas sobre liderança e seu papel na eficácia escolar, ou seja, na aprendizagem dos educandos, vêm ocupando espaço nas pesquisas acadêmicas e nas políticas públicas. Neste contexto, este artigo apresenta como estudos sobre liderança em escolas entraram na agenda dos pesquisadores da Educação, como se desenvolveram e o que informam. Pretende-se que esta revisão profunda da literatura contribua para engajar pesquisadores brasileiros nos estudos sobre liderança no âmbito das escolas, especialmente no contexto das escolas públicas brasileiras sobretudo porque uma das principais descobertas dos estudos é que a liderança escolar é a segunda maior influência na aprendizagem dos alunos. O primeiro lugar é o ensino em sala de aula. Foi utilizada a base de dados Web of Science, sem filtro temporal. Esta decisão mostrou que o primeiro artigo sobre o tema foi publicado em 1982. Portanto, foi considerado o período entre 1982-2022, resultando na análise de 538 artigos, dos quais mais de 30% foram escritos por apenas 12 autores, sendo Philip Hallinger e Kenneth Leithwood, os mais expressivos. Constatou-se, ainda, que, ao longo dos últimos anos, os pesquisadores têm se dedicado a identificar os estilos de liderança que mais contribuem para a aprendizagem dos educandos. No Brasil, embora as publicações sobre liderança no contexto das escolas de educação básica, ainda, não sejam expressivas, já damos os primeiros passos.
Références
ALTON-LEE, A. Guidelines for generating a best evidence synthesis iteration 2004. Wellington: Ministry of Education. Section 6.2, p.40-123, 2004.
ALVES, M.; FRANCO, C. A pesquisa em eficácia escolar no Brasil: evidências sobre o efeito das escolas e fatores associados à eficácia escolar. In: BROOKE, N.; SOARES, J. (Eds.). Pesquisa em eficácia escolar: origens e trajetórias. Belo Horizonte: Editora UFMG, 2008.
AVERCH, H. et al. How effective is schooling? A critical review and synthesis of research findings. Santa Monica, CA: RAND Corporation, 1972.
BASS, B. M. The Bass Handbook of Leadership: Theory, Research, and Managerial Applications. New York, NY: Free Press, 2008.
BASS, B. M.; AVOLIO, B. J. Potential biases in leadership measures: How prototypes, leniency, and general satisfaction relate to ratings and rankings of transformational and transactional leadership constructs. Educational and Psychological Measurement, v.49, n.3, p. 509-527, 1989.
AVOLIO, B.; BASS, B. Transformational leadership: Charisma and beyond. In: HUNT, J., BALIGA, B., DACHLER, H.; SHRIESHEIM, C. (Eds.). Emerging leadership vistas. Toronto: Lexington Books, 1988.
BARNETT, K.; MCCORMICK, J.; CONNERS, R. Transformational leadership in schools: Panacea, placebo, or problem? Journal of Educational Administration, v.39, n.1, p. 24-46, 2001.
BASS, B. M. Some Negative Effects of Principals’ Control Oriented and Protective Behavior. New York: The Free Press, 1987a.
BASS, B. M. Leadership and Performance Beyound Expectations. New York: The Free Press, 1987b.
BARTH, R. Principal-centered professional development. Theory into Practice, v.25, n.3, p.156-160, 1986.
BECK, L.G.; MURPHY, J. Understanding the principalship: Metaphorical themes 1920's-1990's. New York: Teachers College Press, 1993.
BOURDIEU, P.; PASSERON, J. La Reproduction: Éléments pour une théorie du système d'enseignement. Ed. Minuit, 1970.
BOURDIEU, P.; PASSERON, J. Heritiers les etudiants et la culture. Ed. Minuit, 1964.
BREAKSPEAR, S. The policy impact of PISA: an exploration of the normative effects of international benchmarking in school system performance. OECD Education Working Papers, Paris, n.71, 2012.
BROOKE, N.; SOARES, J. Pesquisa em eficácia escolar: origens e trajetórias. Belo Horizonte: Editora UFMG, 2008.
BUSH, T.; GLOVER, D. School leadership models: what do we know? School Leadership & Management, v.34, n.5, p.553-571, 2014.
BUSH, T.; GLOVER, D. School Leadership: Concepts and Evidence. Nottingham: National College for School Leadership, 2003.
BROWN D. J.; KEEPING, L. M. Elaborating the construct of transformational leadership: The role of affect. The Leadership Quarterly, v.16, n.2, p.245-272, 2005.
BRYK, A.; RAUDENBUSH, S. Toward a more appropriate conceptualization of research on school effects: A three-level hierarchical linear model. American Journal of Education, v.97, n.1, p.65-108, 1988.
CAMBURN, E.; ROWAN, B.; TAYLOR, J. E. Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, v.25, n.4, p.347-373, 2003.
CARVALHO, J.; SOBRAL, F.; MANSUR, J. Exploring shared leadership in public organizations: evidence from the educational arena. Revista de Administração Pública, v.54, n.3, p.524-544, 2020.
CARVALHO, L.M.; COSTA, E. Seeing education with one's own eyes and through the PISA lenses: considerations of the reception of PISA in European countries. Studies in the Cultural Politics of Education, v.36, n.5, p.638-346, 2014.
COLEMAN, J. et al. Equality of Educational Opportunity. Washington, Office of Education, U.S. Department of Health, Education and Welfare, 1966.
COTTON, K. Effective schooling practices: a research synthesis 1995 update. The Northwest Regional Educational Laboratory, 2002.
CROWSON, R.; MCPHERSON, R. B. The legacy of the theory movement: Learning from the new tradition. In: MURPHY, J.; HALLINGER, P. (Eds.). Approaches to administrative training in education. Albany: SUNY Press, 1987.
CUBAN, L. The managerial imperative and the practice of leadership in schools. Albany: State University of New York Press, 1988.
DAY, C. School leadership as an influence on teacher quality. Profesorado: Revista de curriculum y formación del profesorado, v.21, n.3, p.138-157, 2017.
DAY, C. International Successful School Principals Project (ISSPP): Multi-Perspective Research on School Principals. United Kingdon: The University of Nottingham, 2015.
DAY, C.; LEITHWOOD, K. (eds). Successful school principal leadership in times of change: International Perspectives. Dordrecht, The Netherlands: Springer, 2007.
DAY, C.; LEITHWOOD, K.; SAMMONS, P. What we have learned, what we need to know more about. School Leadership & Management, v.28, n. 1, p.83-96, 2008.
DUKE, D. L. Leadership Functions and Instructional Improvement. New York: Randon House, 1982.
DUKE, D. L. School Leadership and Instructional Effectiveness. NASSP Bulletin, v.66, n.456, p.1-12, 1987.
EDMONDS, R. Some schools work and more can. Social policy, 9(5), 1979. p.28-32.
FINK, D.; BRAYMAN, C. School Leadership Succession and the Challenges of Change. Educational Administration Quarterly, v.42, n.1, p.62-89, 2006.
FIRESTONE, W. A.; HERRIOTT, R. Prescriptions for effective elementary schools don't fit secondary schools. Educational Leadership, v.40, n.3, p.51-53, 1982.
FITZGERALD, T.; GUNTER, H. Contesting the orthodoxy of teacher leadership. International Journal of Leadership in Education, v.11, n.4, p.331-340, 2008.
FITZGERALD, T.; GUNTER, H. Leading Learning: middle leadership in schools in England and New Zealand. Management in Education, v.20, n.3, p.6-8, 2006.
GILES, C.; JOHNSON, L.; BROOKS, S.; JACOBSON, S. L. Building bridges, building community: Transformational leadership in a challenging urban context. Journal of School Leadership, v.15, n.4, p.519-45, 2005.
GOLDSTEIN, J. Making sense of distributed leadership: The case of peer assistance and review. Educational Evaluation and Policy Analysis, v.25, n.4, p.397-421, 2003.
GRIER, L. The North Carolina leadership institute for principals. In: MURPHY, J.; HALLINGER, P. (Eds.), Approaches to administrative training in education. Albany: SUNY Press, 1987.
GRIFFITH, J. Relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, v.42, n.3, p.333-356, 2004.
GREENFIELD, W. Moral Imagination and Interpersonal Competence: Antecedents to Instructional Leadership. In: GREENFIELD, W. (Ed.). Instructional Leadership: Concepts, Issues, and Controversies. Boston, MA: Allyn and Bacon, Inc, 1987.
GRONN, P. The new work of educational leaders: Changing leadership practice in an era of school reform. London: Paul Chapman, 2003.
GU, Q.; SAMMONS, P.; MEHTA, P. Leadership characteristics and practices in schools with different effectiveness and improvement profiles. School Leadership & Management, v.28, n.1, p.43-63, 2008.
HALLINGER, P. Instructional Leadership and the School Principal: A Passing Fancy that Refuses to Fade Away. Leadership and Policy in Schools, v.4, n.3, p.221-239, 2005.
HALLINGER, P. Two decades of ferment in school leadership development inretrospect: 1980-2000. In: HALLINGER, P. (Ed.). Reshaping the landscape of schoolleadership development: A global perspective. Lisse, Netherlands: Swets & Zeitlinger, 2003.
HALLINGER, P. School leadership development: Evaluating a decade of reform. Education and Urban Society, v.24, n.3, p.300-316, 1992.
HALLINGER, P.; HECK, R. H. Leadership for Learning: Does Collaborative Leadership Make a Difference in School Improvement? Educational Management Administration and Leadership, v.38, n.6, p.654-678, 2010.
HALLINGER, P.; HECK, R. H. Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980-1995. Educational Administration Quarterly, v.32, n.1, p.5-44, 1996.
HALLINGER, P.; MCCARY, C. E. Developing the strategic thinking of instructional leaders. The Elementary School Journal, v.91, n.2, p.89-108, 1990.
HALLINGER, P., & MURPHY, J. The Social Context of Effective Schools. American Journal of Education, v.94, n.3, p.328-355, 1986.
HALLINGER, P.; MURPHY, J. Assessing the Instructional Management Behaviour of Principals. The Elementary School Journal, v.86, n.2, p.217-247, 1985.
HALLINGER, P.; WIMPELBERG, R. New settings and changing norms for principal development. Urban Review, v.24, n.1, p.1-21, 1992.
HALLINGER, P.; WIMPELBERG, R. New Settings and Changing Paradigms for Principal Preparation. Annual meeting of the American Educational Research Association, San Francisco, March, 1989.
HARGREAVES, A.; SHIRLEY, D. The Global Fourth Way: The Quest for Educational Excellence. Corwin Press, 2012.
HARRIS, A. Distributed Leadership: Friend or Foe? Educational Management Administration & Leadership, v.41, n.5, p.545-554, 2013.
HARRIS, A. Distributed leadership: current evidence and future directions. Journal of Management Development, v.30, n.10, p.20-32, 2011.
HARRIS, A. Distributed leadership: According to the evidence. Journal of Educational Administration, v.46, n.2, p.172-188, 2008.
HARRIS, A. Distributed Leadership: Conceptual Confusion and Empirical Reticence. International Journal of Leadership in Education, v.10, n.3, p.1-11, 2007.
HARRIS, A. Leading or misleading? Distributed leadership and school improvement. Journal of Curriculum Studies, v.37, n.3, p.255–265, 2005.
HARRIS, A. Effective leadership in schools facing challenging contexts. School Leadership and Management, v.22, n.1, p.15-26, 2002.
HARRIS, A.; CHAPMAN, C. Democratic leadership for school improvement in challenging contexts. International electronic journal for leadership in learning, v.6, n.9, p.1-12, 2002.
HARRIS, A.; LEITHWOOD, K.; DAY, C.W.; SAMMONS, P.; HOPKINS, D.L. Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, v.8, n.1, p.337-347, 2007.
HARRIS, A.; SPILLANE, J. Distributed leadership through the looking glass. Management in education, v.22, n.1, p.31-34, 2008.
HATTIE, J. Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge. 2009.
HECK, R. H. Examining the impact of school quality on school outcomes and improvement: A valueadded approach. Educational Administration Quarterly, v.36, n.4, p.513–552, 2000.
HECK, R. Principal instructional leadership and the identification of high- and low-achieving schools: The application of discriminant techniques. Administrator’s Notebook, v.34, n.7, p.1-4, 1992.
HONORATO, H. G. A gestão escolar e a liderança do diretor: desafios e oportunidades, Revista Administração Educacional, v.9, n.2, p.21-37, 2018.
HULPIA, H.; DEVOS, G.; ROSSEEL, Y.; VLERICK, P. Dimensions of distributed leadership and the impact on teachers' organizational commitment: A study in secondary education. Journal of Applied Social Psychology, v.42, n.7, p.1745-1784, 2012.
HULPIA, H.; DEVOS, G.; KEER, H. The relation between school leadership from a distributed perspective and teachers’ organizational commitment: examining the source of the leadership function. Educational Administration Quarterly, v.47, n.5, p. 728-771, 2011.
HULPIA, H.; DEVOS, G. How distributed leadership can make a difference in teachers' organizational commitment? A qualitative study. Teaching and Teacher Education, v.26, n.3, p.565-575, 2010.
INEP. (2022). Programa Internacional de Avaliação de Estudantes (Pisa). 2022. Disponível em: https://www.gov.br/inep/pt-br/areas-de-atuacao/avaliacao-e-exames-educacionais/pisa
JACKSON, K.; MARRIOT, C. The interaction of principal and teacher instructional influence as a measure of leadership as an organizational quality. Educational Administration Quarterly, v.48, n.2, p.230-268, 2012.
JACOBSON, S.L.; JOHNSON, L.; YLIMAKI, R.; GILES, C. Successful leadership in challenging US schools: enabling principles, enabling schools. Journal of Educational Administration, v.43, n.6, p.607-618, 2005.
JENCKS, C. et al. Inequality: A Reassessment of the Effects of Family and Schooling in America. New York: Basic Books, 1972.
JENSEN, B., HUNTER, A., SONNEMANN, J., & BURNS, T. Catching up: learning from the best school systems in East Asia. Australia: Grattan Institute, 2012.
KLITGAARD, R.; HALL, G. Are there unusually effective schools? Journal of Human Resources, p.90-106, 1975.
LEITHWOOD, K. Teacher Working Conditions That Matter: Evidence for Change. Education Canada: Canadian Education Association, v.47, n.2, p.42-45, 2006.
LEITHWOOD, K. Leadership for school restructuring. Educational Administration Quarterly, v.30, n.4, p.498–518, 1994.
LEITHWOOD, K. The Move toward Transformational Leadership. Educational Leadership, v.49, n.5, p.8-12, 1992.
LEITHWOOD, K.; JANTZI, D. Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, v.17, n.2, p.201–227, 2006.
LEITHWOOD, K.; JANTZI, D. A Review of Transformational School Leadership Research 1996–2005. Leadership and Policy in Schools, v.4, n.3, p.177-199, 2005.
LEITHWOOD, K.; JANTZI, D.; STEINBACH, R. Changing Leadership for Changing Times. Open University Press, Philadelphia, 1999.
LEITHWOOD, K. A.; MONTGOMERY, D. J. Improving Principal Effectiveness: The Principal Profile. Research in education series, v.13, 1984.
LEITHWOOD, K. A.; MONTGOMERY, D. J. Obstacles Preventing Principals from Becoming more Effective. Education and Urban Society, v.17, n.1, p.73-88, 1984.
LEITHWOOD, K. A.; MONTGOMERY, D. J. The Role of the Elementary School Principal in Program Improvement. Review of Educational Research, v.52, n.3, p.309-339, 1982.
LEITHWOOD, K.; HARRIS, A.; HOPKINS, D. Seven strong claims about successful school leadership. School Leadership & Management, v.28, n.1, p.27-42, 2008.
LEITHWOOD, K.; HARRIS, A.; HOPKINS, D. Seven Seven strong claims about successful school leadership revisited. School Leadership & Management, v.40, n.1, p.5-22, 2020.
LEITHWOOD, K.; STEINBACH, R. Expert problem solving: Evidence from school and district leaders. Albany, NY: State University of New York Press, 1995.
LINGARD, B.; SELLAR, S. The changing organizational and global significance of the OECD's education work. In: MUNDY, K.; GREEN, A.; LINGARD, B.; VERGER, A. (Eds.). Handbook of global education policy. Oxford: Blackwells, 2016.
LIU Y. Focusing on the practice of distributed leadership: The international evidence from the 2013 TALIS. Educational Administration Quarterly. Advance online publication, v.56, n.5, p.779-818, 2020.
LIU Y.; PRINTY S. M. Distributed leadership and educator attitudes. In: RANSAW, T.S.; MAJORS, R. (Eds.). Emerging issues and trends in education. Michigan State University Press, p.143-180, 2017.
LUMBY, J. Distributed Leadership: The Uses and Abuses of Power. Educational Management Administration & Leadership, v.41, n.5, p.581-597, 2013.
LUMBY, J. Collective Leadership of Local School Systems: Power, Autonomy and Ethics. Educational Management Administration & Leadership, v.37, n.3, p.310-328, 2009.
MACBEATH, J.; ODURO, G.K.T.; WATERHOUSE, J. Distributed Leadership in Action: A Study of Current Practice in Schools. National College for School Leadership, Nottingham, 2004.
MALLOY, J.; LEITHWOOD, K. Effects of Distributed Leadership on School Academic Press and Student Achievement. In: LEITHWOOD, K.; SUN, J.; POLLOCK, K.E. (2017). How School Leaders Contribute to Student Success. Studies in Educational Leadership, p.69-91, 2017.
MARIANO, S.R.H. In-Service Principals’ Development in Brazil: Disconnection And Insulation From International Contemporary Knowledge In Education Administration. Revista Pensamento Contemporâneo em Administração, v.15, n.4, p.27-54, 2021.
MARIANO, S.R.H.; COSTA-E-SILVA, F. C. E.; MORAES, J. Leadership in Brazil. In: ARLESTIG, H.; DAY, C.; JOHANSSON, O. (Org.). A Decade of Research on School Principals - Cases from 24 Countries. 1ed.London: Springer, p.152-170, 2016.
MARKS, H. M.; PRINTY, S. M. Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, v.39, n.3, p.370-397, 2003.
MARTINS, A. M. O contexto escolar e a dinâmica de órgãos colegiados: uma contribuição ao debate sobre gestão de escolas. Ensaio: Avaliação de Políticas Públicas para Educação, v.16, n.59, p.195-205, 2008.
MARTINS, A. M.; SILVA, V. G. Estado da arte: gestão, autonomia escolar e órgãos colegiados (2000/2008), Cadernos de Pesquisa, v.41, n.142, p.228-245, 2011.
MARZANO, R. J.; WATERS, T.; MCNULTY, B. School leadership thatworks: from research to results. Aurora, CO: ASCD, McREL, 2005.
MORAES, J.; DIAS, B. F.B.; MENEZES, D.T. Efeito escola na educação básica: observações a partir da perspectiva bourdieusiana. Temas em Educacao, v.29, n.1, p.114-134, 2020.
MORTIMORE, P.; SAMMONS, P. New evidence on effective elementary schools. Educational Leadership, v.45, n.1, p.4-8, 1999.
MULFORD, W.; SILINS, H.; LEITHWOOD, K. Educational leadership for organisational learning and improved student outcomes. Dordrecht: Kluwer Academic, 2004.
MURPHY, J.; HALLINGER, P. Approaches to administrative training in education. Albany: SUNY Press, 1987.
NELSON, B. S.; SASSI, A. The effective principal: Instructional leadership for high quality learning. Columbia, NY: Teachers College Press, 2005.
OLIVEIRA, A. C. P. D.; WALDHELM, A. P. S. Liderança do diretor, clima escolar e desempenho dos alunos: qual a relação?. Ensaio: Avaliação e Políticas Públicas em Educação, v.24, n.93, p.824-844, 2016.
OLIVEIRA, A. C. P. D.; CARVALHO, C. P. D. Gestão escolar, liderança do diretor e resultados educacionais no Brasil. Revista Brasileira de Educação, v.23, p.1-18, 2018.
POLON, T. L. P. Identificação dos perfis de liderança e características relacionadas à gestão pedagógica eficaz nas escolas participantes do Projeto Geres. Tese de Doutorado. Departamento de Educação da PUC/RJ, 2009.
POUNDER, D. G.; OGAWA, R. T.; ADAMS, E. A. Leadership as an organization-wide phenomena: Its impact on school performance. Educational Administration Quarterly, v.31, n.4, p.564-588, 1995.
PRICE, H. Principal-teacher interactions: how affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, v.48, n.1, p.39-85, 2012.
PRINTY, S.; LIU, Y. Distributed Leadership Globally: The Interactive Nature of Principal and Teacher Leadership in 32 Countries. Educational Administration Quarterly, v.57, n.2, p.290-325, 2021.
RAUDENBUSH, S. W.; WILLMS, J.D. Schools, classrooms, and pupils: international studies of schooling from a multilevel perspective. San Diego: Academic Press, 1991.
RAUDENBUSH, S. W.; WILLMS, J.D. The estimation of school effects. Journal of Educational and Behavioral Statistics, v.20, n.4, p.307-335, 1995.
ROBINSON, V. M. J. Embedding leadership in task performance. In: WONG, K.; EVERS, C. (Eds.). Leadership for quality schooling: International perspectives. London: Falmer Press, 2001.
ROBINSON, V. M. J. Forging the links between distributed leadership and student outcomes. Journal of Educational Administration, v.46, n.2, p.241–256, 2008.
ROBINSON, V. M. J.; LLOYD, C.; ROWE, K. The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, v.44, n.5, p.635–674, 2008.
ROMEIRO, M.; DA SILVA, L. L. Liderança multifuncional e desempenho escolar: Uma relação mediada pelo empoderamento do gestor. Education Policy Analysis Archives, v.28, n.147, p.1-34, 2020.
RUSSELL, J.; MAZZARELLA, J.; WHITE, T.; MAURER, S. Linking the behaviors and activities of secondary school principals to school effectiveness: A focus on effective and ineffective behaviors. Eugene: University of Oregon, CEPM, 1985.
SAMMONS, P. As características-chave das escolas eficazes. In: BROOKE, N.; SOARES, J. F. (Org.). Pesquisa em eficácia escolar: origem e trajetórias. Belo Horizonte: Ed.UFMG, 2008.
SAMMONS, P. School effectiveness: coming of age in the twenty-first century. Lisse; Exton, PA: Swets & Zeitlinger Publishers, 1999.
SELLAR, S.; LINGARD, B. Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education , v.49, n.4, p.464-485. 2013.
SELLAR, S.; LINGARD, B. The OECD and the expansion of PISA: new global modes of governance in education. British Educational Research Journal, v.40, n.6, p.917-936, 2014.
SERGIOVANNI, T. Adding Value to Leadership Gets Extraordinary Results. Educational Leadership, v.47, n.8, p.23-27, 1990.
SHOEMAKER, J.; FRASER, H. What principals can do: Some implications from studies of effective schools. Phi Delta Kappan, v.63, n.2, p.178-182, 1981.
SILVA, C. L.; LEME, M. I. S. O papel do diretor escolar na implantação de uma cultura educacional inclusiva. Psicologia: ciência e profissão, v.29, n.3, 494-511, 2009.
SMITH, W. F.; ANDREWS, R. L. Instructional Leadership: How Principals Make a Difference. Alexandria: Association for Supervision and Curriculum Development, 1989.
SOARES, J. F.; ALVES, M. T. G. Efeitos de escolas e municípios na qualidade do ensino fundamental. Cadernos de Pesquisa, v.43, n.149, p.492-517, 2007.
SOARES, J. F.; CANDIAN, J. F. O efeito da escola básica brasileira: as evidências do PISA e do SAEB. Revista Contemporânea de Educação, v.2, n.4, p.1-12, 2007.
SOTTANI, N. B. B.; MARIANO, S. R. H.; MORAES, J.; DIAS, B. F. Políticas públicas de formação de diretores de escolas públicas no Brasil: uma análise do Programa Nacional Escola de Gestores da Educação Básica. Arquivos Analíticos de Políticas Educativas, v.26, n.153, p.1-31, 2018.
SPILLANE, J. P. Primary school leadership practice: How the subject matters. School Leadership & Management, v.25, n.4, p.383-397, 2005.
SPILLANE, J. Distributed leadership. San Francisco, CA: Jossey-Bass, 2005.
SPILLANE, J. P.; HALVERSON, R.; DIAMOND, J. B. Investigating school leadership practice: A distributed perspective. Educational researcher, v.30, n.3, p.23-28, 2001.
SPILLANE, J. P.; REISER, B. J.; REIMER, T. Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, v.72, n.3, p.387-431, 2002.
SPILLANE, J. P.; SEASHORE LOUIS, K. School improvement process and practices: Professional learning for building instructional capacity. In: MURPHY, J. (Ed.). The educational leadership challenge: Redefining leadership for the 21st century. Chicago: University of Chicago Press, 2002.
STEIN, M. K.; NELSON, B. S. Leadership content knowledge. Educational Evaluation and Policy Analysis, v.25, n.4, p.423-448, 2003.
TAVARES, G. M.; SOBRAL, F.; WRIGHT, B. E. Commitment to public values, charismatic leadership attributions, and employee turnover in street-level bureaucracies. Journal of Public Administration Research and Theory, v.31, n.3, p.542-560, 2021.
TIMPERLEY, H.; WILSON, A.; BARRAR, H.; FUNG, I. Teacher professional learning and development: Best evidence synthesis iteration (BES). Wellington: Ministry of Education, 2007.
TIMPERLEY, H. S. Distributed leadership: Developing theory from practice. Journal of Curriculum Studies, v.37, n.4, p.395-420, 2005a.
TIMPERLEY, H. S. Instructional leadership challenges: The case of using student achievement information for instructional improvement. Leadership and Policy in Schools, v.4, n.1, p.3-22, 2005b.
TYLER, R. A place called school. Phi Delta Kappan, v.64, n.7, p.462-464, 1983.
WATERS, T.; MARZANO, R. J.; MCNULTY, B. Balanced Leadership: What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement. Aurora, CO: Mid-Continent Research for Education and Learning, 2003.
WILLMS, J. D. Monitoring school performance: a guide for educators. Washington, D.C.: Falmer, 1992.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Educação 2024
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Declaramos o artigo _______________________________ a ser submetido para avaliação o periódico Educação (UFSM) é original e inédito, assim como não foi enviado para qualquer outra publicação, como um todo ou uma fração.
Também reconhecemos que a submissão dos originais à Revista Educação (UFSM) implica na transferência de direitos autorais para publicação digital na revista. Em caso de incumprimento, o infrator receberá sanções e penalidades previstas pela Lei Brasileira de Proteção de Direitos Autorais (n. 9610, de 19/02/98).
_______________________________________________________
Nome completo do primeiro autor
CPF ________________
