Ben van der Hilst
360 Bottery, M. R. (1996). The challenge to professionals from the New Public Manage- ment for teaching. Oxford Review Of Education , 22 (2), 179–197. Boudewijns, J. M. (2005). Ongeschreven regels in perspectief - Een onder- zoeksmethode voor het diagnosticeren van organisatieleervermogen. [Proefschrift]. Geraadpleegd van http://repository.ubn.ru.nl/bitstream/ handle/2066/26926/. Brouwer, P. (2011). Collaboration in teacher teams . [Proefschrift]. Geraadpleegd van http://igitur-archive.library.uu.nl/dissertations/2011-1110-200504/brouwer.pdf Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the Influence of School Leaders on Student Achievement: How Can School Leaders Make a Difference? Educational Administration Quarterly , 48 (4), 699–732. Burbules, N. C., & Densmore, K. (1990). The Limits of Making Teaching a Profession. Educational Policy , 5 (1), 44–63. Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership and Management , 34 (5), 553–571. Canrinus, E. T. (2011). Teachers’ sense of their professional identity. Educational Studies, 37(5), 593-608. Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education , 27 (1), 115-132. Chater, M. (2005). Archetypes of destruction: notes on the impact of distorted management theory on education communities. International Journal of Leadership in Education , 8 (1), 3–19. Cheng, E. (2017). Managing school-based professional development activities. International Journal of Educational Management , 31 (4), 445–454. Chetty, R., & Friedman, J. N., & Rockoff. (2011). The long-term impacts of teachers: teacher value-added and student outcomes in adulthood. [Working Paper 1769] . National Bureau of Economic Research, Cambridge. Geraadpleegd van http://www.nber.org/papers/w17699 Collins, J. (1999). Turning Goals into Results. The Power of Catalytic Mechanisms. Harvard Business Review , (August 1999), 1–13. Coonen, H. (2006). De leraar in de kennissamenleving: beschouwingen over een nieuwe professionele identiteit van de leraar, de innovatie van de lerarenop- leiding en het management van de onderwijsvernieuwing . Antwerpen: Garant. Coonen, H. (2008). Professioneel leraarschap en onderwijsinnovatie. Tijdschrift Voor Hoger Onderwijs , 4 , 1–10.
Made with FlippingBook
RkJQdWJsaXNoZXIy ODAyMDc0