Johnson, J. F., Uline, C. L., & Perez, L. G. (2011). Expert Noticing and Principals of High-Performing Urban Schools (pp. 1-33). San Diego, CA: ERIC Database.

has been cited by the following article:

• TITLE: The Effects of Collective Leadership on Student Achievement and Teacher Instruction

  AUTHORS: Maryam Awadh

  KEYWORDS: Collective Leadership, Classroom Instruction, Learning Outcomes, Student Achievement

  JOURNAL NAME: Open Journal of Leadership, Vol.7 No.4, December 25, 2018

  ABSTRACT: In the past, the leadership position primarily involved how leaders handled their role. The notion of collective leadership is significant for constructing the educational community and sustaining inclusive collective participation. This paper shows the framework of the leadership, and comprehensively addresses the ways in which leaders have a direct impact on classroom instruction and student learning outcomes. The study outlines how leadership abilities are linked to student achievement and illustrates how principals and instructional leaders are the central figures of this leadership. The study found the ways in which leaders indirectly influence student achievement through their impact on teacher motivation and work conditions, and whether teachers’ knowledge and skills have an effect on student achievement in the educational system. The influences of collective leadership on classroom instruction were examined, including ways in which changes in instruction could influence both teachers and students.