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Four decades of collective leadership: The connection between leadership theories of action and student achievement

Chase Nordengren

This chapter’s purpose is to identify themes in recent educational leadership literature that cross boundaries between models of educational leadership, with an emphasis on new ways of thinking about how informal and formal leaders work together in schools. In doing so, it hopes to provide an introduction to recent scholarship in this arena, and also advance a conversation about how to better integrate models of leadership across diverse authors and contexts. It asks:

  1. In literature on educational leadership written since the rise to prominence of collective models of educational leadership (roughly, the year 2000), how do authors conceptually understand leaders, leadership tasks, and student outcomes?
  2. What are common “theories of action” in these literatures linking leadership tasks with changes in instruction and in student outcomes?
  3. What are common features of these theories of action across leadership models?
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