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Addi-Raccah, A. (2006). Accessing internal leadership positions at school: Testing the similarity-attraction approach regarding gender in three educational systems in Israel. Educational Administration Quarterly, 42, 291–323
Anderson, P., Murray, J. P., & Olivarez, A. (2002). The managerial roles of public community college chief academic officers. Community College Review, 30(2), 1–26.
Backhaus, K. & Liff, J. P. (2007).Cognitive styles and approaches to studying in management. Journal of Management Education, 31, 445–466.
Blunt, A. (2005). A Blunt instrument for use by low-literate participants in summative and formative evaluations of adult education and development programs. Adult Education Quarterly, 55(2), 129–149.
Bogler, R. (2001). The influence of leadership style on teacher job satisfaction. Educational Administration Quarterly, 37, 662–683.
Busch, J. R., O’Brien, T. P., & Spangler, W. D. (2005). Increasing the quantity and quality of school leadership candidates through formation experiences. Journal of Leadership and Organizational Studies, 11(3), 95–108.
Conceição, S. C. O. (2006). Faculty lived experiences in the online environment. Adult Education Quarterly, 57, 26–45.
Erden, H., & Erden, A. (2007, May). Teachers' perception in relation to principals' technology leadership: 5 primary school cases in Turkish Republic Of Northern Cyprus. Paper presented at the International Educational Technology (IETC) Conference in Nicosia, Turkish Republic of Northern Cyprus. (ERIC Document Reproduction Service No. ED500091)
Fetherston, B., & Kelly, R. (2007). Conflict resolution and transformative pedagogy: A grounded theory research project on learning in higher education. Journal of Transformative Education, 5, 262–285.
Frank, K. A., Sykes, G., Anagnostopoulos, D., Cannata, M., Chard, L., Krause, A., & McCrory, R. (2008). Does NBPTS certification affect the number of colleagues a teacher helps with instructional matters? Educational Evaluation and Policy Analysis, 30, 3–30.
Franklin, C. (2007). Factors that influence elementary teachers’ use of computers. Journal of Technology and Teacher Education, 15(2), 267–293.
Habu, T. (2000). The irony of globalization: The experience of Japanese women in British higher education. Higher Education, 39(1), 43–66.
Hill, R. P. (2002). Service provision through public-private partnerships: An ethnography of service delivery homeless teenagers. Journal of Service Research, 4, 278–289
Hsia, F., & Spruijt-Metz, D. (2008). Gender differences in smoking and meanings of smoking in Asian-American college students. Journal of Health Psychology, 13, 459–463.
Kitchen, J., & Stevens, D. (2008). Action research in teacher education: Two teacher-educators practice action research as they introduce action research to preservice teachers. Action Research, 6, 7-28.
Konold, T., Jablonski, B., Nottingham, A., Kessler, L., Byrd, S., Imig, S., et al. (2008). Adding value to public schools investigating teacher education, teaching, and pupil learning. Journal of Teacher Education, 59, 300-312.
Macgillivray, I. K., & Jennings, T. (2008). A content analysis exploring lesbian, gay, bisexual, and transgender topics in foundations of education textbooks. Journal of Teacher Education, 59, 170–188.
Mangin, M. M. (2007). Facilitating elementary principals’ support for instructional teacher leadership. Educational Administration Quarterly, 43(3), 319–357.
Muratori, M., Colangelo, N., & Assouline, S. (2003). Early-entrance students: Impressions of their first semester in college. Gifted Child Quarterly, 47, 219–238.
Olsen, B., & Anderson, L. (2007). Courses of action: A qualitative investigation into urban teacher retention and career development. Urban Education, 4, 5–29.
Pansiri, N. O. (2008). Instructional leadership for quality learning: An assessment of the impact of the primary school management development project in Botswana. Educational Management Administration in Leadership, 36, 471–495.
Parrish, M. M., & Taylor, E. (2007). Seeking authenticity: Women and learning in the Catholic worker movement. Adult Education Quarterly, 57(3), 221–247.
Printy, S. M. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44, 187–226.
Salinas, A., & Llanes, J. R. (2003). Student attrition, retention, and persistence: The case of the University of Texas Pan American. Journal of Hispanic Higher Education, 2, 73–97.
Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myers, V. L. (2008). Teacher teams and distributed leadership: A study of group discourse and collaboration. Educational Administration Quarterly, 43(1), 67–100.
Somech, A. (2005). Directive versus participative leadership: Two complementary approaches to managing school effectiveness. Educational Administration Quarterly, 41(5), 777–800.
Steyn, G. M. (2006). A qualitative study of the aspects influencing the implementation of invitational education in schools in the United States of America. Journal of Invitational Theory and Practice, 12, 17–36.
Tansley, D. P., Jome, L. M., Hasse, R. F., & Martens, M. P. (2007). The effects of message framing on college students’ career decision making. Journal of Career Assessment, 15, 301–316.
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258.
Tillman, L. C. (2005). Mentoring new teachers: Implications for leadership practice in an urban school. Educational Administration Quarterly, 41(4), 609–629.
Wild, L. L., Ebbers, L. H., Shelley, M., & Gmelch, W. H. (2003). Stress factors and community college deans: The stresses of their role identified. Community College Review, 31, 1–23.
Youngs, P. (2007). How elementary principals’ beliefs and actions influence new teachers’ experiences. Educational Administration Quarterly, 43(1),101–137.
Zacharakis, J., & Flora, J. (2005). Riverside: A case study of social capital and cultural reproduction and their relationship to leadership development. Adult Education Quarterly, 55, 288–307.