Conference Agenda
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03 SES 03 A: Teacher Professionalism, Autonomy and Curriculum Making
Paper Session | ||
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03. Curriculum Innovation
Paper Beyond the Classroom: A Comparative Ecological Analysis of Teacher Professionalism in Portugal and Scotland 1: Lusofona University, Portugal; 2: Stirling University Presenting Author:This exploratory research starts from the question: what are the processes of professional learning that are undertaken and experienced in In-Service Teacher Education in Portugal and Scotland? Working with teacher-students and teacher-educators, the objectives are:
This study examines the friction between top-down curriculum policies and the exercise of teacher agency. By focusing on the dual contexts of Portugal and Scotland, the paper argues that such tensions can be effectively negotiated within Teacher Education, where the teaching and learning of professionalism act as a bridge between policy requirements and classroom autonomy. The paper is focused on studying Teachers’ Professionalism aligned with the epistemological stance of sustainable professional learning as proposed by Flores (2017). This approach considers professional learning as a continuous process, integrating not only the professional identity and professionalism of teachers but also educational, social, cultural, and political ethics. Since 2015, educational policies in Portugal have been centred on a competence-based curriculum, flexible and often grounded in the autonomy of schools and teachers to foster ongoing innovation. Alongside a new curriculum framework, competences students should acquire over 12 years of schooling were set up (Martins et al., 2017). In Scotland teachers were positioned as agents of change within the framework of the Curriculum for Excellence and values of social justice and trust were introduced to professional standards. Teacher agency emerges as relevant in understanding how teachers develop their professionalism and identify the factors needed to enhance their decision-making. Priestley and Biesta’s (2026) Ecological Approach to Teacher Agency is used as a theoretical-methodological framework to examine and identify interactions within the domains that foster agency. Professional narrative enquiry and the theory of contexts allow for a detailed examination of the interactions between individuals, structures, and cultural practices within specific contexts (Goodson, 2013). Methodology, Methods, Research Instruments or Sources Used This research adopts a qualitative case study design to explore the complex layers of teacher professionalism within the postgraduate landscapes of Portugal and Scotland. By focusing on Master’s in Education programs, the study examines a pivotal transition point: where experienced practitioners move beyond their roles as classroom teachers toward broader leadership and influence. The study involves two primary groups of participants across both national contexts: teacher-students—practicing educators enrolled in Master’s programs to advance their professional roles—and teacher-educators responsible for delivering these programs. This dual perspective allows for a nuanced understanding of how professionalism is both taught and lived. Data collection is triangulated through two main channels: - Document Analysis: A systematic review of national policy frameworks and university curricula to identify the structural expectations placed upon postgraduate teacher education. - Focus Groups: Semi-structured discussions with both students and educators. The number of participants in each FG is between 6 and 10. These sessions are designed to capture collective insights into the transition from "classroom practitioner" to "educational leader," focusing on how this shift is negotiated in different cultural settings. The study employs a hybrid thematic analysis, balancing theoretical rigor with a sensitivity to new insights. - Deductive Analysis: Data are initially coded utilizing categories such as Contextual Mediators, Conceptualizations of Professionalism, and Teacher Agency. This stage specifically examines how teachers move from the micro-level of the classroom to the meso and macro levels of school-wide policy. Furthermore, we analyze the Deconstruction of Experience, observing how returning to academia prompts teachers to question their established identities and develop new Leadership Dispositions. - Inductive Analysis: To ensure the research remains grounded in the participants' lived realities, an inductive approach is used to capture themes emerging from the unique cultural and linguistic specificities of the Portuguese and Scottish contexts. Teacher-students in this study are not mere "subjects" of research, but expert practitioners and co-constructors of knowledge. As researchers, we maintain a non-hierarchical stance, acknowledging that our own professional backgrounds and the specific cultural histories of Portugal and Scotland shape the analytical process. By valuing the voices of these "teachers-as-researchers," we aim to bridge the gap between academic theory and the practical complexities of the teaching profession, ensuring the research process itself mirrors the democratic and collaborative professionalism it seeks to describe. Conclusions, Expected Outcomes or Findings The study anticipates ethical, social, and educational impacts. From an ethical standpoint, it values the voices of teacher-students and teacher-educators as knowledgeable subjects, recognising them as co-authors of the research process and promoting non-hierarchical and respectful participation. They will contribute to relevant comparative research between Portugal and Scotland, with the potential to inform future policies and programmes. Through collaboration with peers and researchers, teacher-students will gain new perspectives on cultural and contextual influences and will be able to identify innovative strategies for teaching professionalism. Above all, their contributions will have a lasting impact on how future teachers develop their professional identities. The findings reveal a profound alignment between the intentionality of teacher-educators and the transformative agency of teacher-students, though both navigate a landscape of significant systemic tension. There seems to be a pedagogical scaffolding allowing teachers the transition from curriculum "implementers" to becoming "authors" of their practice, a shift fueled by the acquisition of a robust theoretical approaches that legitimizes their professional decisions. However, this ecological growth is constantly challenged by neoliberal structural constraints—specifically the "temporal straitjacket" of bureaucracy and a culture of "teaching to the test. Furthermore, Master’s degree is conceived not merely as an academic milestone, but as a collaborative site of resistance, where professional identity is reconfigured as a lifelong, multifaceted project centered on collective leadership, ethical mediation, and social justice in both the Portuguese and Scottish contexts. References Flores, M. A. (2017). Professional learning and development in context: What do we know and where do we go next? Journal of Education for Teaching, 43(1), 62–71. https://doi.org/10.1080/02607476.2017.1252507 Goodson, I. F. (2013). Developing narrative theory: Life histories and personal representation. Routledge. Jones, K., Ostinelli, G., & Crescentini, A. (Eds.). (2024). Innovation in teacher professional learning in Europe: Research, policy and practice. Routledge. https://doi.org/10.4324/9781003322610 Martins, G., Gomes, C., Brocardo, J., Pedroso, J. V., Carrilho, J. Silva, L. U. & Encarnação, M. M. (2017). Perfil Dos Alunos à Saída Da Escolaridade Obrigatória. Ministério da Educação/ Direção Geral da Educação. Normand, R., Liu, M., Carvalho, L. M., Oliveira, D. A., & LeVasseur, L. (Eds.). (2018). Education policies and the restructuring of the educational profession: Global and comparative perspectives. Springer. Priestley, M. and Biesta, G., with Robinson, S. (2026, in press). Teacher Agency: An Ecological Approach. 2nd edition. Bloomsbury Academic. Teodoro, A., Galego, C., & Fraga, N. (2019). Encyclopedia of Teacher Education. 1–4. https://doi.org/10.1007/978-981-13-1179-6_312-1 03. Curriculum Innovation
Paper Mapping Teacher Knowledge, Skills and Dispositions to Curriculum Reform: A Global Review of the Literature UNSW Sydney, Australia Presenting Author:Across Europe and the wider world, curriculum reform has become an important means of addressing the changing needs of society and students whose world and culture have changed significantly in the last century. Teachers play an important role in enacting these reforms as they interpret policy and negotiate the realities of implementation at the school and classroom level (Braun et al., 2010). In many contexts, it is presumed that curriculum practice can be led by national policy (Priestly & Philippou, 2018), and this has led to a focus of reform efforts on curriculum delivery, with teachers being directed to make changes to practice which align with reform intentions, with little regard to their knowledge, skills and dispositions. In some contexts, there has been a recent emphasis on teachers as agents of change and developers of curriculum in their own right (Biesta at al., 2015). In this paper, we seek to emphasise the important role teachers have in enacting curriculum and mediating educational change by mapping teachers’ knowledge, skills, and dispositions as reported in studies of large-scale curriculum reform. Results demonstrate that knowledge and understanding of reform requirements and intentions were empowering factors that promoted uptake of the new curriculum. Subject-specific content knowledge was important for teachers to understand the value of new content and to provide sufficient time in their programs for its rich delivery. Through ongoing, collaborative professional learning, teachers can develop new content knowledge and become more confident in enacting it in their classrooms. Given that many of the reforms reported involved changes in approaches to teaching and learning and in the roles of teachers and students within the classroom, pedagogical knowledge was needed to understand the true intentions of the reforms. Commonly, a lack of knowledge and understanding of student-centred pedagogies hinders teachers’ enactment of reform intentions in classrooms, leading to shallow or mistaken applications that hinder true reform.
Closely connected with these types of teacher knowledge were the skills to enact reforms. Pedagogical skills were the most frequently described in the literature and were presented as either supporting or hindering the implementation of curriculum with fidelity. This language about teacher skills and the way they are evaluated in the literature perpetuated the view that teachers’ skills were in deficit and thus the cause of failed reform. Teachers were reported in the literature to lack a range of skills, including skills to employ experiential learning approaches, co-operative and discovery learning methods, inquiry-based learning, and skills-based teaching methods. This lack of skill led teachers to rely on familiar resources and teaching practices, with which they were confident in delivering the content. Skills could be developed to implement these new pedagogies through long-term, collaborative professional learning opportunities.
Prior success with earlier curriculum iterations tended to shape firm beliefs about teaching and learning, which acted as filters through which teachers’ beliefs about curriculum reform and enactment were perceived. For many, this meant a lack of genuine engagement with reforms and resistance to reforms that conflicted with their beliefs. For others, where reforms aligned with beliefs, reforms were taken up with enthusiasm. Additionally, teachers’ beliefs and dispositions provided insight, beyond the teacher-deficit perspective, into the challenges they faced in implementing reforms in their classrooms. Teachers reported many barriers to reform enactment on the ground included: large class sizes, limited time allocation, time needed to prepare, set up, pack up, and manage the additional resources needed in lessons aligned with reforms, lack of parent support, student reluctance to participate, student ability to engage, and preparation for high-stakes testing. Methodology, Methods, Research Instruments or Sources Used Our emphasis on teacher knowledge, skills, and dispositions reflects an evolution of thinking about the nature of teachers’ work. Shulman (1987) theorised teacher knowledge in seven categories: content knowledge, pedagogical knowledge, pedagogical content knowledge, knowledge of how students learn, curriculum knowledge, knowledge of the educational context, and knowledge of the values and purposes of education. Building on this foundation, Ball et al. (2008) theorised that this nexus of knowledge is augmented by a reliance on skills, habits of mind, sensibilities and judgements. Beswick and Goos (2018) proposed that a depiction of teacher knowledge is incomplete without the inclusion of confidence, beliefs and skills, which are shaped by context and situated relationally in enactment practices. To understand teacher enactment of large-scale curriculum reform, we conducted a scoping review focusing on teacher knowledge, skills and dispositions in this context. We reviewed relevant peer-reviewed journal articles between 2013 and 2023 and synthesised them using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Moher et al., 2009). Keywords were used to search three databases (ProQuest, Scopus and Web of Science) in December 2023. No restrictions were placed on study design; quantitative, qualitative, and mixed-method studies were all included in the review. After screening the 1346 identified, 48 studies were included for review and were conducted in Algeria, Australia, Belgium, Bhutan, Canada, China, Cyprus, Denmark, Indonesia, Iran, Ireland, Israel, Italy, Japan, Jordan, Mongolia, Netherlands, Norway, Singapore, South Africa, Spain, Sweden, Turkiye, the UK, and Vietnam. A synthesis of the 48 articles selected for inclusion was conducted. Using a combined deductive-inductive coding strategy, we ensured that the study remained theoretically grounded while also responsive to patterns and insights from the literature. The codes, teacher knowledge, skills and dispositions were identified prior to commencing the synthesis and formed the conceptual framework of the study. These categories were expanded as themes emerged. First, two authors coded 10 articles; a third author read the 10 articles and validated the established coding. The original two authors read the remaining articles and coded them, noting key points and quotes relevant to these codes on a spreadsheet. From this spreadsheet, themes and subthemes emerged. In this paper, we grouped teacher knowledge, skills, and dispositions because they are directly linked to teachers’ professional capacities and serve as the theoretical lens for understanding curriculum enactment. Conclusions, Expected Outcomes or Findings Our scoping review highlighted the centrality of teachers in the enactment of large-scale curriculum reform. Curriculum reform enactment draws on a broad range of teacher knowledge, including knowledge of reform requirements and intentions, subject-specific content, pedagogical knowledge, prior content knowledge, and prior knowledge of teaching and school contexts. Successful curriculum reform is dependent on a range of teacher skills relating to contemporary pedagogies, lesson design, scaffolding student understanding, and use of alternate assessment methods. Sustained educational change depends on teachers’ dispositions, reflecting the need for teachers to feel respected, valued, and included in curriculum making. Teacher knowledge, skills and dispositions have the potential to both drive and impede educational change. Meaningful engagement with teachers in curriculum design and ‘rollout’ as well as parental and system support for teachers, fostered positive dispositions towards reform and this in turn contributed to successful enactment. Despite this finding on the importance of teachers in curriculum enactment and educational change, we noted a tendency in this literature to frame teachers’ knowledge and skills in deficit terms and to view their role as subject to policy. When viewed as the targets of policy change, rather than makers of curriculum, teachers’ potential in educational improvement has been stunted; their practice hampered by miscommunication, and expectations that are incongruent with the context in which they enact curriculum and support student learning. Our study emphasises the importance of understanding the true value and function of teachers’ roles within educational change. The success of educational reform depends on recognising teachers' importance. They should be empowered as key policy actors in a complex ecology of curriculum making (Priestley et al., 2021). This means that teacher disposition can work in tandem with their knowledge and skills (Beswick & Goos, 2018; Priestley et al., 2021) to support positive educational change in classrooms. References Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407. https://doi.org/10.1177/0022487108324554 Beswick, K., & Goos, M. (2018). Mathematics teacher educator knowledge: What do we know and where to from here? Journal of Mathematics Teacher Education, 21, 417-427. https://doi.org/10.1007/s10857-018-9416-4 Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: Theory and Practice, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325 Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547-560. https://doi.org/10.1080/02680931003698544 Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Annals of Internal Medicine, 151(4), 264-269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135 Priestley, M., & Philippou, S. (2018). Curriculum making as social practice: complex webs of enactment. The Curriculum Journal, 29(2), 151-158. https://doi.org/10.1080/09585176.2018.1451096 Priestley, M., Philippou, S., Alvunger, D., & Soini, T. (2021). Curriculum making: A conceptual framing. In D. A. M. Priestley, S. Philippou, & T. Soini (Ed.), Curriculum making in Europe: Policy and practice within and across diverse contexts (pp. 1-28). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83867-735-020211013 Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411 03. Curriculum Innovation
Paper Validation of a Curriculum Leadership Efficacy Tool and Insights into Curriculum Leadership Efficacy Predictors 1: The University of Auckland, New Zealand; 2: National Taipei University of Education; 3: Ontario Tech University; 4: University of California, San Diego Presenting Author:This study was driven by two related research questions – firstly, we ask how can curriculum leadership efficacy (CLE) be measured? The second, is what predicts curriculum leadership efficacy? These are important questions given the prevalence and ambitiousness of curriculum change across jurisdictions internationally. Curriculum reform and other curriculum changes are a constant. Educators are always either in the midst of it, looking toward it, or having recently gone through it (Sinnema et al, 2023). They are also important questions given the unique curriculum changes present for curriculum leadership; the limitations of pre-existing tools for measuring efficacy of various types and the need for such measurement in order to design and deliver well targeted support to educational leaders and to attend to the conditions that support leaders to develop their curriculum leadership efficacy. The first question lead us to develop a measure of curriculum leadership efficacy. While there are many validated measures of efficacy, leadership efficacy and teaching efficacy, none focus on the particular demands of curriculum leadership. Generic measures of self-efficacy (Baroudi & Hojeij, 2020; Bellemans & Devos, 2023) and general leadership efficacy (Bergman et al., 2021; Liou & Daly, 2020) have their place, but we advocate here for a more precise measure of efficacy that reflects the particularities of curriculum leadership when leading curriculum changes that are ambitious and challenging. Given curriculum change demands quite particular capabilities of leaders in educational settings, our intention here is to take a domain specific approach to efficacy, and describe curriculum leadership efficacy specifically by presenting a validated tool for its measurement. We drew on prior theoretical/empirical work on curriculum realisation (Sinnema & Stoll, 2020), problem-solving in educational leadership (Mumford et al., 2019; Sinnema et al., 2023) and interpersonal capabilities of leadership problem solving (Robinson et al., 2020 ; to develop our curriculum leadership efficacy measure. We also foregrounded the leadership of collaboration in educational networks (Sinnema et al., 2023). Our second question investigates how leaders’ curriculum leadership efficacy is influenced by the social infrastructure surrounding them and their work (Daly, 2020), including social connectedness, wellbeing, network intentionality and trust perceptions. We draw on theories of trust given the importance of educators feeling comfortable sharing ideas, seeking feedback, and collaborating on curriculum matters (e.g., Banwo et al., 2021; Tschannen-Moran, 2014). It follows that high collegial trust can enhance educators’ willingness to engage in curriculum leadership roles, as they feel supported by their peers. Theories of wellbeing (Huppert & Johnson, 2010, p. 264) highlight the relationship between educators satisfaction with their work, support of colleagues’ and students’ professional growth within the school environment (Cann et al., 2024). Educators who experience high levels of well-being are more likely to be engaged, motivated, and effective in their curriculum leadership roles. Wellbeing is an important inclusion in the theoretical framing of curriculum leadership given issues of retention, burnout and stress internationally (OECD, 2019b). Our attention to social connectedness draws on social capital theory (Coleman, 1997; Lin, 2001), and in particular the idea of knowledge brokers that has been a focus in educational research for decades (Louis, 1977, 1998, 2009) and the concept of network intentionality (Liou et al, 2023). We focus on curriculum leaders’ betweenness centrality as this indicates a strategic position (Sparrowe & Liden, 2005) for accessing and disseminating critical information and best practices related to the curriculum—a position conducive to curriculum leadership efficacy. Methodology, Methods, Research Instruments or Sources Used There were three stages to our methods. Stage 1: Development and Content Validity of the CLE Scale We first identified the content domains and the items for each domain in the CLE instrument we used in those studies. We drew on a diverse body of literature that presented both theoretical and empirical support for impactful leadership practices, and developed an initial frame of 5 domains on the basis of the literature. We used an iterative consensus process a process of critical dialogue with expert groups of three types. Stage 2: Validation of the CLE Construct All staff from the two communities of learning with any responsibility for curriculum, teaching, learning, and learners—a total of 563 educators—were invited to take part in a survey that included both the curriculum leadership efficacy scale (17 items), and a section of social network items indicating relational ties amongst them. The response rate overall was 84% of the educators surveyed at time 1 (469 responses) and 85% at time 2 (479 responses). We first performed item analysis to determine the extent to which the 17 items were related to each other. We conducted a preliminary principal components analysis from the 17 items to examine the extent to which there might be remaining items that are identified to have problematic loadings on across factors that precluded clear interpretation. We used promax rotation method (oblique solutions) to consider the inter-correlation concern. We used IBM SPSS Amos 28.0 to run CFA using the maximum-likelihood (ML) estimation method as research suggests that ML produces accurate results in most. A number of fit indices were used to evaluate the model and parameter estimates, including ratio of chi-square relative to the degrees of freedom (χ2/df), Comparative Fit Index (CFI), the Normed Fit Index (NFI), the Tucker-Lewis Index (TLI), the Goodness-of-Fit Index (GFI), the Adjusted Goodness-of-Fit Index (AGFI), the root mean square error of approximation (RMSEA), and the standardized root mean square residual (SRMR). Stage 3: Investigating Factors Contributing to the CLE Scale We used ego-centric social network measures (in-degree, outdegree, and betweenness, to analyse the network data. Using regression analyses we investigated relationships between individual social network, and organisational conditions variables on Curriculum Leadership Efficacy. Finally, using structural equation modelling, we explored how organisational conditions interact with individuals’ capacity in ways that support practice improvement. Conclusions, Expected Outcomes or Findings We established a four-factor structure for measuring curriculum leadership efficacy - the factors are meeting curriculum learning demands, leading curriculum problem solving, taking a strategic approach and ensuring curriculum collaboration. Our results show that Curriculum Leadership Efficacy is predicted by key dimensions of leaders’ social infrastructure, including them being 1)more sought out by others as a source of curriculum-related resources and materials, 2) more intentional and active in connecting others, 3) more positive in the affective dimensions of wellbeing (contribution) and with close relational ties to others, and 4) having higher levels of trust in the quality of their relationships The significance of this work is the light it shines on the importance of ensuring leaders have opportunities to develop curriculum leadership efficacy, and in particular developing their capability in influencing others' commitment to curriculum improvement, deepening others' knowledge of new curricula and understanding of how to respond to a curriculum and supporting others to develop their teaching capabilities. The validation of this scale provides a tool that can be used diagnostically, surfacing leadership strengths and weaknesses relevant to curriculum change efforts. The breadth and complexity of the curriculum leadership dimensions included in the scale is aligned to the demands of contemporary educational leadership as it occurs in a time of crisis (Stoll & Sinnema, 2024). Our findings about predictors of CLE are important given the reliance on leadership for realising curriculum change, and the regularity with which curriculum reforms are reported to have only partial success. Our hope is that this tool can support leadership capability development conducive to curriculum changes internationally that are ambitious in scale and aspiration, and often subject to high levels of contention or controversy amongst the profession and the wider public. References Banwo, B. O., Khalifa, M., & Seashore Louis, K. (2021). Exploring trust: Culturally responsive and positive school leadership. Journal of Educational Administration, 60(3), 323–339. https://doi.org/10.1108/JEA-03-2021-0065 Baroudi, S., & Hojeij, Z. (2020). The role of self-efficacy as an attribute of principals’ leadership effectiveness in K-12 private and public institutions in Lebanon. International Journal of Leadership in Education, 23(4), 457–471. https://doi.org/10.1080/13603124.2018.1529822 Bellemans, L., & Devos, G. (2023). Exploring the sources of self-efficacy by Flemish school principals in primary education. Educational Management Administration and Leadership, 51(3), 733–750. https://doi.org/10.1177/17411432211001365 Bergman, D., Gustafsson-Senden, M., & Berntson, E. (2021). From Believing to Doing: The Association Between Leadership Self-Efficacy and the Developmental Leadership Model. Frontiers in Psychology, 12, 669905–669905. https://doi.org/10.3389/fpsyg.2021.669905 Coleman, J. S. (1997). Social capital in the creation of human capital. In A. H. Halsey, H. Lauder, P. Brown, & A. Stuart Wells (Eds.), Education culture, economy and society (pp. 80–95). Oxford University Press. Daly, A. J. (2010). Mapping the terrain: Social network theory and educational change. In Social network theory and educational change. Harvard Education Press. Liou, Y. H., & Daly, A. J. (2020). Investigating Leader Self-Efficacy Through Policy Engagement and Social Network Position. Educational Policy, 34(3), 411–448. https://doi.org/10.1177/0895904818773904 Liou, Y. H., & Bjorklund Jr, P. (2023). Understanding teacher network formation amidst reform: A mixed-methods study on collaborative structure, network intentionality, closeness, and school climates. Teaching and Teacher Education, 134, 104296. https://doi.org/10.1016/j.tate.2023.104296 Mumford, M. D., Higgs, C. A., Todd, E. M., & Elliott, S. (Eds.). (2019). Thinking About Causes: How Leaders Identify the Critical Variables to Act On. In Leader Thinking Skills. Routledge. OECD. (2019b). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. https://www.oecd.org/en/publications/2019/06/talis-2018-results-volume-i_03d63387.html Robinson, V. M. J., Meyer, F., Le Fevre, D., & Sinnema, C. (2020). The Quality of Leaders’ Problem-Solving Conversations: truth-seeking or truth-claiming? Leadership and Policy in Schools, 1–22. https://doi.org/10.1080/15700763.2020.1734627 Sinnema, C., Daly, A. J., Rodway, J., Hannah, D., Cann, R., & Liou, Y.-H. (2023). Improving the Relational Space of Curriculum Realisation: Social Network Interventions. Emerald Publishing Limited. Sinnema, C., Meyer, F., Le Fevre, D., Chalmers, H., & Robinson, V. (2023). Educational leaders’ problem-solving for educational improvement: Belief validity testing in conversations. Journal of Educational Change, 24(2), 133–181. https://doi.org/10.1007/s10833-021-09437-z Stoll, L. & Sinnema, C. (2024). Leading curriculum realisation through schools as learning organisations in and beyond times of crisis, Leading and Managing, 30(2), 1-21. Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools, second edition (2nd ed.). Wiley. | ||