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46 INVITED CHAPTERS

Heifetz, R. A. (1994). Leadership without easy answers. Cambridge, MA: Belknap Press, Harvard University
Press.
Hess. F. (2003). A license to lead? A new leadership agenda for America’s schools. Washington, DC:
Progressive Policy Institute.
Hills, J. (1978). Problems in the production and utilization of knowledge in educational administration.
Educational Administration Quarterly, 14(1), 1–12.
Hodgkinson, C. (1991). Educational leadership: The moral art. Albany: State University of New York Press.
Hoy, W. (Ed.). (1994). PRIMUS: The University Council of Educational Administration document base. New
York: McGraw-Hill.
Imig, D., & Imig, S. (2006). The teacher effectiveness movement: How 80 years of essentialist control have
shaped the teacher education profession. Journal of Teacher Education, 57(2), 167–180.
Immegart, G. L., & Boyd, W. L. (Eds.) (1979). Problem-finding in educational administration. Lexington, MA:
D. C. Heath.
Irvine, D. (1999, April). The performance of doctors: The new professionalism. The Lancet, 353, 1174–1177.
Kampa-Kokesch, S., & Anderson, M. (2001). Executive Coaching: A comprehensive review of the literature.
Consulting Psychology Journal, 53, 205–228.
Karoly, L., & Panis, C. (2004). The 21st century at work: forces shaping the future workforce and workplace in
the United States. Santa Monica, CA: Rand.
Kennedy, M. (1987). Inexact sciences: Professional education and the development of expertise. In E. Z.
Rothkopf (Ed.), Review of research in education, 14, 133-167. Washington, DC: American Educational
Research Association.
Kimball, B. (1992). “True professional” ideal in America: A history. Cambridge, MA: Blackwell.
Knapp, M., & McLaughlin, M. (2003). Leading for learning sourcebook: Concepts and examples. Seattle:
University of Washington Center for the Study of Teaching and Policy.
Larson, C., & Murtadha, K. (2002). Leadership for social justice. In J. Murphy (Ed.), The educational
leadership challenge: Redefining leadership for the 21st century (pp. 134–161). Chicago: University of
Chicago Press.
Lee, R. (2001). Discovering the leader within you: A guide to realizing your personal values. San Francisco:
Jossey-Bass.
Leithwood, K., & Montgomery, D. (1986). Improving principal effectiveness: The principal profile. Toronto:
Ontario Institute for Studies in Education.
Levine, A. (2005). Educating school leaders. New York: Teachers College, The Education Schools Project.
Levine, D., & Lezotte, L. (1990). Unusually effective schools: A review and analysis of research and practice.
Madison, WI: National Center for Effective Schools Research and Development.
Lindblom, C. E., & Cohen, D. K. (1979). Usable knowledge: Social science and social problem solving. New
Haven, CT: Yale University Press.
Lindsey, R., Robbins, D., & Terrell, R. (1999). Cultural proficiency: A manual for school leaders. Thousand
Oaks, CA: Sage.
Littrell, J., & Foster, W. (1995). The myth of a knowledge base in educational administration. In R. Donmoyer,
M. Imber, & J Scheurich (Eds.), The knowledge base in educational administration: Multiple
perspectives (pp. 32–46). Albany, NY: State University of New York Press.
Mathews, D. (2006). Reclaiming public education by reclaiming our democracy. Dayton, OH: Kettering
Foundation Press.
McCauley, C., & Van Velsor, E. (2004). The Center for Creative leadership Handbook of Leadership
Development. San Francisco: Jossey-Bass.
Mitchell, D. E. (2006). Coherent knowledge and confident professional practice. In D. E. Mitchell (Ed.), New
foundations for knowledge in educational administration, policy, and politics: Science and
sensationalism. Mahwah, NJ: Lawrence Erlbaum.
Mumford, M., Marks, M., Connelly, M., Zaccaro, S., & Reiter-Palmon, R. Development of leadership skills:
Experience and timing. Leadership Quarterly, 11, 87–114.
Murphy, J. (Ed.) (2002). The educational leadership challenge: Redefining leadership for the 21st century.
One Hundred-First Yearbook of the National Society for the Study of Education, Part I. Chicago:
University of Chicago Press.
Murphy, J. (2007). Questioning the core of university-based programs for preparing school leaders. Phi Delta
Kappan, 88(8), 582–585.

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