臺灣的實驗教育政策藉由法令鬆綁，許可一定比例學校進行全校性的課程轉型實驗，這對有轉型需求的學校而言，正是一個脫離主流意識型態教育框架的可能契機。在此變革過程中，校長轉化型課程領導成為發展新教育模式的重要取徑。本研究針對自願辦理、被迫轉型與公辦民營等三類成功轉型之實驗學校進行質性研究，蒐集三所學校校長、主任、組長與教師共計12人對於校長課程領導的看法。
歸結相關資料分析後，發現個案實驗學校校長透過轉化型的課程領導行為，能有效改變教師教學意識、課程發展機制與學校文化，從而建立不同於主流教育的課程典範，並構築臺灣實驗學校校長轉化型課程領導模式。此模式表明實驗學校校長基於辦學動機、教育理念與學校背景脈絡等要素，覺察並澄清學校轉型發展之影響因素，透過對話與溝通，共塑課程願景；再以課程願景為核心擴散出轉化型的教學、課程設計、課程評鑑與學校文化等範疇之領導作為，經由交互作用而形成影響學生學習與學校成果之領導成效，引領學校成功轉型。而這樣的模式，同時蘊涵著引導新教育模式發展，以及修正政策、重組教育主體性之時代意義。
依據研究結果，研究者分向教育主管機關及實驗學校辦學者提出建議作為，藉以提供臺灣教育變革參考，並促使其他學校校長洞悉轉化型課程領導的內涵與價值，建立更多的課程新模式。

The unrestricting of Taiwan’s experimental education policy allows experimental schools to conduct school-wide curriculum experiments. For schools with transformational needs, this provides an opportunity to break away from the framework of mainstream ideological education. In the process of change, transformative curriculum leadership has become an important way for principals to develop new education models. This research conducts qualitative research on three types of experimental schools that have successfully transformed, including voluntaries, schools forced to transition, and privately-managed public schools, and collects the opinions of 12 people from these schools, including principals, directors, section chiefs and teachers, regarding the principal’s curriculum leadership.
After data analysis of each case study, it is found that the school principal’s leadership behavior can effectively change teachers’ teaching awareness, curriculum development, and school culture, and then establish a curriculum model different from mainstream education, and form a transformative curriculum leadership model of Taiwan Experimental School.
This model shows that based on factors such as motivation, educational ideals, and school background, the principal of the experimental school can detect and clarify the factors affecting the transformation of the school, and shape the curriculum vision through dialogue and communication; and then use the curriculum vision as the core to spread transformative leading actions in areas such as teaching, curriculum design, curriculum evaluation, and school culture, which all interact to form positive leadership developments that affect student learning and school outcomes, successfully transforming the school. This model also embraces the significance of the times to guide the development of new educational models, revise policies, and reorganize how to approach education.
According to the findings, suggestions and recommendations are given to the educational authorities and experimental school administrators to further Taiwan’s educational reforms, and to encourage principals to understand the meaning and value of transformative curriculum leadership in order to create more new curriculum models.

一、 中文文獻
丁一顧（2013）。校長轉型領導與教師專業學習社群關係之研究。屏東教育大學學報，41，71-100。
丁一顧（2014）。國小校長教練式領導與教師專業學習社群關係之研究。教育政策論壇，17（3），117-151。
公立高級中等以下學校委託私人辦理實驗教育條例（2018年，1月31日）。
王如哲（2017）。從國際觀點剖析實驗教育的發展趨勢。臺灣教育，704，12-18。
王金國（2012）。少子化的教育問題與因應。台灣教育評論月刊，1（5），38-43。
王紅宇（譯）（1999）。後現代課程觀（原作者：W. E. Doll）。臺北市：桂冠。（原著出版年：1993）
王郁雯（2017）。從九年一貫課程到十二年國民基本教育：教師專業認同變化。課程研究，12（2），37-59。
王恭志（2002）。課程研究典範轉移之探析－從現代到後現代。國教學報，14，245-268。
王雅萍（2017）。原住民族實驗學校的務實與務虛。原教界，77，8-9。
王慧豐（2004）。跨越傳統邁向未來的轉型課程領導。南投文教，20，20-22。
江志正（2010）。學校課程領導的永續思考。課程研究，5（1），39-59。
江滿堂（2007）。邁向轉型的課程領導：課程領導的理念與實踐。學校行政，49，68-83。doi:10.6423/HHHC.200705.0068
行政院（2014）。學校型態實驗教育實施條例草案。立法院議案關係文書，院總第1013號，政府提案第15045號。臺北市：立法院。
何仕仁、黃台珠（2007）。從後現代課程判準知覺學習環境探討九年一貫課程改革。科學教育研究與發展季刊，46，1-14。
何慧群、林政逸（2008）。J. G. Henderson轉型課程領導的領導意涵研究。教育科學期刊，7（2），32-44。doi:10.6388/JES.200812.0032
吳忠勇（2011）。理念學校：華德福教育介紹。雲林國教，57，4-12。
吳明清（1991）。教育研究：基本觀念與方法之分析。臺北市：五南。
吳俊憲（2004）。課程改革與學校文化之探討。課程與教學，7（4），77-89。
吳清山（1991）。學校行政。臺北市：心理。
吳清山（2005）。學校行政研究。臺北市：高等教育。
吳清山（2015a）。「實驗教育三法」的重要內涵與策進作為。教育研究月刊，258，42-57。
吳清山（2015b）。實驗教育三法。教育脈動，3。取自https://pulse.naer.edu.tw/Home/Content/99405dd3-30e8-48a0-97f1-f05e1df5ad19?paged=2&insId=3e8dcc81-0752-4a8e-bae6-521ace731ed0
吳清山、林天祐（2007）。實驗教育。教育研究月刊，155，168。
吳清山、黃久芬（1995）。美國教育選擇權之研究。初等教育學刊，4，1-26。
宋明娟（2019）。杜威實驗學校的課程理念與實踐。教育研究集刊，65（1），1-41。
李子建（2005）。校本課程領導與課程評價。課程研究，1（1），103-117。
李玉馨（2010）。「進步」的揭示與開創：論杜威學說與美國進步主義教育各派別之差異。教育科學期刊，9（2），53-76。
李孟珊（2019年10月）。109學年度特殊選才開始招生 提供不同才能學生升學便利通。教育部網站即時新聞。取自https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&sms=169B8E91BB75571F&s=A73981D9E13CD0D9
李新鄉（2003）。國小校長轉型中的課程領導：理念到實際間的初步檢視。教育研究月刊，113，30-44。
李嘉年（2016）。實驗教育三法後 台灣另類學校發展初探。學校行政，103，1-13。
周梅雀（2011）。原住民族語文化在地化教育之實踐—以一所排灣族部落托育班浸潤式教學為例。教育與多元文化研究，4，73-117。
林明地（2001）。轉型領導與超越轉型領導。師鐸，16，90-103。
林彩岫、游自達、陳延興、賴志峰、曾榮華、李彥儀、林妤蓁（2017）。臺中市實驗教育實施現況、困難與建議之研究。學校行政，112，208-227。doi:10.3966/160683002017110112010
林逢祺（2004）。教育規準論。臺北市：五南。
林新發（1990）。我國工業專科學校校長領導行為、組織氣氛與組織績效關係之研究（未出版之博士論文）。國立灣師範大學，臺北市。
林詩韻（2010）。國民中學校長轉型課程領導行為之研究－以InnoSchool全國學校經營創新獎為例（未出版之碩士論文）。國立高雄師範大學，高雄市。
林雍智、吳清山（2018）。中小學學校治理；運作機制、實施困境與改進策略。教育研究月刊，290，4-18。doi:10.3966/168063602018060290001
姜韻梅（2018）。從逆境中突起－偏鄉學校學校本位課程變革的實例。臺灣教育評論月刊，7（1），336-349。
施玉權（2018）。原住民族實驗教育學校及專班之推動與困境。臺灣教育評論月刊，7（1），107-112。
洪詠善、范信賢（主編）（2015）。同行~走進十二年國民基本教育課程綱要總綱。臺北市：國家教育研究院。
胡幼慧（1996）。轉型中的質性研究：演變、批判和女性主義研究觀點。載於胡幼慧（主編），質性研究：理論、方法及本土女性研究實例（頁7-26）。臺北市：巨流。
胡幼慧、姚美華（1996）。一些質性方法上的思考：信度與效度？如何抽樣？如何收集資料、登錄與分析？載於胡幼慧（主編），質性研究：理論、方法及本土女性研究實例（頁141-158）。臺北市：巨流。
范信賢（2017）。慈心華德福學校課程的美學探究。課程與教學季刊，20（4），55-77。
孫宇安、林子斌（2017）。遊戲中學系統思考：以國中之課程領導增能課程為例。中等教育，68（4），36-53。
徐宗國（1996）。紮根理論研究法：淵源、原則、技術與涵義。載於胡幼慧（主編），質性研究：理論、方法及本土女性研究實例（頁47-74）。臺北市：巨流。
徐宗國（譯）（1997）。質性研究概論（原作者：A. Strauss & J. M. Corbin）。臺北市：巨流。（原著出版年：1990）
徐超聖、李明芸（2005）。課程領導與教學領導關係之研究。教育研究與發展，1（1），129-154。
涂淳益（2009）。屏東縣國民小學校長轉型課程領導與教師專業承諾關係之研究（未出版之碩士論文）。國立屏東教育大學，屏東縣。
涂淳益、簡名卉和葉霖蓉（2010）。屏東縣國民小學校長轉型課程領導與教師專業承諾關係之研究。學校行政，68，192-207。doi:10.6423/HHHC.201007.0192
秦夢群（2013）。教育領導理論與應用。臺北市：五南。
秦夢群、溫子欣、莊俊儒（2017）。實驗教育之特色及對現行教育之啟示。臺灣教育，704，2-11。
袁可嘉（譯）（2014）。請輕輕踩我的夢：葉慈詩集（原作者：W. B. Yeats）。臺北市：遊目族。（原著出版年：1895）
高級中等以下教育階段非學校型態實驗教育實施條例（2018年，1月31日）。
國民教育法（1999年，2月3日）。
張淑芳（2017）。實驗教育理念實踐與辦學經營的另類思維。臺灣教育，704，19-21。
張慶勳（2018）。一所理念學校建構校本課程推動實驗教育之個案研究。學校行政，114，1-11。doi: 10.6423/HHHC.201803_(114).0001
張慶勳（2019）。學校治理建構以核心素養為導向校本課程的理念與行動。教育研究月刊，298，4-19。
教育基本法（1999年，6月23日）。
教育部（2000）。國民中小學九年一貫課程暫行綱要。臺北市：作者。
教育部（2014）。十二年國民基本教育課程綱要總綱。臺北市：作者。
教育部（2015，6月）。教育部辦理實驗教育論壇 形塑實驗教育新圖像【即時新聞】。取自https://www.edu.tw/news_Content.aspx?n=9E7AC85F1954DDA8&s=FA897EC7BEA61AED
教育部（2020，2月）。修正發布師資培育公費辦法 精進師資公費生培育制度【即時新聞】。取自https://depart.moe.edu.tw/ED2600/News_Content.aspx?n=E491D1720010EE05&sms=D4AB88F29491B48F&s=EA810E96A740E16E
教育部統計處（2018年，6月）。高級中等以下學校實驗教育概況。取自http://stats.moe.gov.tw/statedu/chart.aspx?pvalue=51
教育部統計處（2019年a，12月）。實驗教育簡報。取自https://www.k12ea.gov.tw/files/common_unit_id/d8533636-0498-4fd6-b456-2bcda3a8b4d9/pic/108%e5%af%a6%e9%a9%97%e6%95%99%e8%82%b2%e7%b0%a1%e5%a0%b1.pdf
教育部統計處（2019年b，5月）。國民教育階段學生人數預測分析報告（108~123學年度）。取自http://stats.moe.gov.tw/files/analysis/108basicstudent.pdf
教育部實驗教育推動中心（2018）。實驗教育作業手冊。臺北市：教育部。
許如菁（2015）。談實驗教育三法及其在公立學校實現之可能與挑戰。教師天地，197，34-40。
許宏儒（2017）。實驗教育之精進：由法國教育學家R. Cousinet的新教育思想分析。教育研究月刊，277，33-46。
許菀玲（2005）。國民中學校長轉型課程領導與教師教學效能關係之研究－以桃園縣為例（未出版之碩士論文）。銘傳大學，臺北市。
陳玉升（2010）。國小優質轉型課程領導策略之研究─以雲林縣的經驗為例（未出版之碩士論文）。國立雲林科技大學，雲林縣。
陳伯璋、李文富（2011）。尋找教育的桃花源：理念學校的發展與實踐。載於陳伯璋（主編)，教育的藍天─理念學校的追尋（頁3-13）。臺北市：國家教育研究院。
陳伯璋、盧貴美（2014）。另類學校課程美學實踐的反思－以道禾實驗學校為例。教育研究月刊，241，34-52。
陳枝烈（2017）。實驗教育不容易，原住民族實驗教育更不容易。原教界，77，42-43。
陳信宏（2014）。新北市國中教師知覺校長轉型課程領導與學習共同體推動關係之研究（未出版之碩士論文）。淡江大學，新北市。
陳惠邦（2011）。入林見樹，觀樹知林－學校教育實驗的回顧與展望。學校實驗教育研討會論文集，1-12。主任儲訓班研習資料（未出版）。
陳榮政（2010）。英國中等教育的民營化過程分析。教育與研究發展期刊，6（3），61-88。
陳榮政（2016）。實驗教育的實施與混齡教學的嘗試。教育研究月刊，270，54-68。
陳黎娟（2017）。非主科混齡教學實施現況之研究－以一所實驗小學為例。學校行政，113，119-138。doi: 10.3966/160683002018010113008
陳鏗任（2017）。十二年國教課程總綱轉化的多重學校個案：以活動理論為視鏡。載於鄭章華（主編），尋找支點 啟動改變：十二年國民基本教育課程綱要實施之課程轉化探究（頁17-56）。新北市：國家教育研究院。
單文經（2000），譯序。載於單文經、高新建、游家政、蔡清田、王麗雲、張明輝合譯，革新的課程領導（頁iii）。臺北市：學富文化。
單文經（2002）。現代與後現代課程論爭之平議。師大學報，47（2），123-142。
單文經、高新建、游家政、蔡清田、王麗雲、張明輝（合譯）（2000），革新的課程領導（原作者：James G. Henderson & Richard D. Hawthorne）。臺北市：學富文化。（原著出版年：2000）
曾國俊、張維倩（2011）。臺灣理念學校相關論述之探討。載於陳伯璋（主編），教育的藍天－理念學校的追尋（頁33-51）。臺北市：國家教育研究院。
曾煥淦（2017）。偏鄉國小教師專業發展的困境與策進作為。臺灣教育評論月刊，6（12），122-126。
游家政（2002）。國民中學的課程領導。課程與教學，5（2），1-20。
游家政、許籐繼（2003）。校長轉型課程領導的角色與任務。教育研究月刊，108，119-132。
游惠音（2016）。從「學校型態實驗教育實施條例」談公立國民小學轉型與創新經營的策略。學校行政，102，161-174。
鈕文英（2007）。教育研究方法論文寫作。臺北市：雙葉。
馮朝霖（2005）。另類是教育的出路。師友，454，6-12。
馮朝霖（2006）。另類教育與二十一世紀教育改革趨勢。研習資訊，23（3），5-12。
馮朝霖（2016）。差異即是力量－台灣實驗教育願景。載於馮朝霖（主編），台灣另類教育學會年度學術研討會論文集（頁1-2）。臺北市：台灣另類教育學會。
馮朝霖（2017a）。實驗教育論壇。載於馮朝霖(主編)，臺灣另類教育實踐經驗與十二年國教課綱之對話（頁173-189）。新北市：國家教育研究院。
馮朝霖（2017b）。導論−另類教育基本精神及其臺灣經驗。載於馮朝霖（主編），臺灣另類教育實踐經驗與十二年國教課綱之對話（頁1-26）。新北市：國家教育研究院。
馮朝霖（2017c）。主編序。載於馮朝霖（主編），臺灣另類教育實踐經驗與十二年國教課綱之對話（頁VII-IX）。新北市：國家教育研究院。
馮朝霖（主編）（2017）。臺灣另類教育實踐經驗與十二年國教課綱之對話。新北市：國家教育研究院。
黃光雄、蔡清田（2015）。課程發展與設計新論。臺北市：五南。
黃旭鈞（2003）。課程領導：理論與實務。臺北市：心理。
黃淑娟、吳清山（2016）。校長課程領導推動十二年國民基本教育課程綱要因應策略之探究。學校行政，106，121-140。
黃瑞祺（2007）。批判社會學（修訂三版）。臺北市：三民。
楊振昇（2015）。從實驗教育三法析論我國中小學教育之發展。教育研究月刊，258，15-25。
楊瑞珠（2014）。從革新的課程領導談學校體育課程管理。政大體育研究，23，31-42。
溫子欣（2018）。實驗教育機構、學校之共同辦學特色分析。教育脈動，14。取自https://pulse.naer.edu.tw/Home/Content/d11593a1-161c-4b48-9323-1afec7dc6380?insId=53c08c25-348a-4842-a50d-3ec06527cefe
葉乃靜（2012）。質性研究。圖書館學與資訊科學大辭典。取自http://terms.naer.edu.tw/detail/1678706/
葉連祺（2014）。國小校長課程領導之實踐課題。學校行政，91，1-32。
詹志禹（2015）。偏鄉教育創新發展方案：總架構說明。取自https://www.facebook. com/nccu.pspo/posts/1618856048359738
詹志禹（2016，5月）。臺灣實驗教育經驗及未來發展-從國際脈絡來分析其對台灣未來教育的意義。發表於第二屆台灣實驗教育論壇，國立政治大學，臺北市。
詹志禹（2017）。實驗創新與十二年國民基本教育。課程與教學季刊，20（4），1-24。
賈馥茗（1990）。人人可讀的教育經典譯叢。載於林寶山、康春枝（譯），學校與社會 兒童與課程（頁1-24）。臺北市：五南。
賈馥茗、陳寶山、黃漢昌、游振鵬、吳美瑤（合譯）（2012）。康德論教育（原作者：Immanuel Kant）。臺北市：五南。（原著出版年：1803）
熊同鑫、蔡瑞君（2009）。文化回應於原住民族科學課程與能力指標發展之探究。教育資料與研究，87，163-180。
甄曉蘭（2000）。新世紀課程改革的挑戰與課程實踐理論的重建。教育研究集刊，44，61-90。
甄曉蘭（2006）。學校課程領導的行政思維，現代教育論壇，14，26-29。
甄曉蘭（2007）。課程研究的趨勢與方法論問題。課程與教學，10（3），49-61。
劉若凡（2011）。臺灣「另類教育研究」的歷史考察：以學位、期刊論文為主的初步嘗試。載於陳伯璋(主編)，教育的藍天－理念學校的追尋（頁53-82）。新北市：國家教育研究院。
劉振寧（2018）。偏鄉小校推動學校型態實驗教育：從契機到實踐的困境與出路－以臺東縣為例。教育研究月刊，287，52-66。
劉淑芬（2015）。探尋桃花源～追尋我課程領導的實踐知識之敘事探究（未出版之博士論文）。國立臺北教育大學，臺北市。
劉蔚之（2010）。書評－《實驗教育學：二十世紀初德國經驗科學教育學探究》。當代教育研究季刊，18（3），207-216。
歐用生（2000）。轉型的課程領導及其啟示。國民教育，41（1），2-9。
歐用生（2003）。課程領導的理論與實踐。教育研究月刊，113，4-13。
歐用生（2004）。校長的課程領導和專業成長。研習資訊，21（1），60-70。
蔡清田（2002)。學校總體課程經營。臺北市：五南。
蔡清田（2005）。校長課程領導之理念、角色與行動策略。載於蔡清田（編著），課程領導與學校本位課程發展（頁87-113）。臺北市：五南。
蔡清田（2017）。「實驗教育三法」影響下的課程實驗。教育研究月刊，277，47-58。
蔡清田、陳延興（2011）。英國自主型中等學校教育革新評析。教育資料集刊，50，125-148。
蔡進雄（2008）。教學領導與課程領導關係與整合之探析。教育研究月刊，167，93-103。
蔡進雄（2019）。中小學校長教練式領導理論與實務演練：從師傅到教練。教育行政論壇，11（1），1-14。
鄭同僚、詹志禹、黃炳德、李天健、陳振淦、周珮綺(2008)。偏遠地區小學再生之研究研究報告。教育部委託之專題研究成果報告（計畫編號：PG9607-0031）。臺北市：教育部。
鄭伯壎、姜定宇、吳宗祐（2015）。臺灣領導研究十年回顧。載於鄭伯壎、姜定宇、吳宗祐、高鳳霞等著，組織行為研究在臺灣四十年：深化與展望（頁148-170）。臺北市：華泰。
鄭章華（2017）。揚帆啟航：開創國中課程轉化的新風貌。載於鄭章華（主編），尋找支點 啟動改變：十二年國民基本教育課程綱要實施之課程轉化探究（頁1-16）。新北市：國家教育研究院。
魯先華（2002）。從教學領導到課程領導－相關問題之探討。課程與教學季刊，5（2），55-64。
學校型態實驗教育實施條例（2018年，1月31日）。
盧威志、鄭彩鳳、陳世聰（2018）。學校型態原住民族實驗教育之現況與教師專業發展梯階之意見調查。臺灣教育評論月刊，7（1），143-145。
薛雅慈（2014）。如何在推動學習共同體中激勵教師：以轉型課程領導激勵教師專業成長之構想。教師天地，191，30-33。
謝傳崇（2011）。校長正向領導對教師教學影響之研究。教育資料與研究，101，59-82。
謝傳崇（譯）（2009）。變革時代卓越的校長領導－國際觀點（原作者： K. Leithwood & C. Day）。臺北市：心理。（原著出版年：2007）
謝傳崇、邱世方（2014）。國民小學校長策略領導對學校創新經營效能關係之研究：以學校創新氣氛為中介變項。教育政策論壇，17（2），105-137。
謝傳崇、曾煥淦（2016）。偏鄉公立學校之轉型新路？解析《學校型態實驗教育實施 條例》。學校行政，106，157-177。doi: 10.3966/160683002016110106009
謝傳崇、曾煥淦、張莉君（2019）。另類教育創新取徑：臺灣公立實驗學校現況之探討。學校行政，122，185-205。doi: 10.6423/HHHC.201907_(122).0011
謝傳崇、楊絮捷（2013）。國民小學校長情緒智慧領導能力、教師組織公民行為與組織創新氣氛關係之研究。教育政策論壇，16（4），99-133。
鍾佩娟、歐嬌慧、葉川榮（2008）。原住民地區教師的教育實踐：以雲海國小為例。中等教育，59（1），8-21。
鍾鴻銘（2005）。William Doll後現代課程觀之探析（未出版之博士論文）。國立臺灣師範大學，臺北市。
簡良平（2001）。學校自主發展課程中課程籌劃的探究。課程與教學季刊，4（2），25-46。
顏美如（2009）。國小教師知覺校長轉型課程領導與教師專業成長關係之研究-以北部四縣市為例（未出版之碩士論文）。中原大學，桃園市。
魏千妮（2007）。轉型課程領導之道德特質研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
譚璧輝（2020）。教育很辛苦，但不會白費的…。這是國家的命脈！載於財團法人誠致教育基金會（主編），2019誠致教育基金會公益報告（頁8-9）。臺北市：財團法人誠致教育基金會。
嚴春財（2004）。轉型課程領導對九年一貫課程改革的啟示。教育資料與研究，56，54-59。
藺亞瓊（2016）。多個案比較法及其對高等教育研究的啟示。高等教育研究，11，35-50。
蘇永明（2015）。當代教育思潮。臺北市：學富。
蘇盈方（2005）。一位國小校長轉型課程領導之實踐（未出版之碩士論文）。國立臺灣師範大學，臺北市。
蘇進棻（2014，11月1日）。學校公辦民營他山之石－英國自由學校朝一貫制方向發展。國家教育研究院電子報，99。取自https://epaper.naer.edu.tw/index.php?edm_no=99

二、 外文文獻
Abbott, A. (2001). Time matters: On theory and method. Chicago, Illinois: The University of Chicago Press.
Acun, V. & Yilmazer, S. (2019). Combining grounded theory (GT) and structural equation modelling (SEM) to analyze indoor soundscape in historical spaces. Applied Acoustics, 155, 515-524.
Aikenhead, G. S., & Elliott, D. (2010). An emerging decolonizing science education in Canada. Canadian Journal of Science, Mathematics and Technology Education, 10(4), 321-338.
Alia, R. (2014). Enter the alternative school: Critical answers to questions in urban education. New York, NY: Routledge.
Allan, A. G., Floyd, B., & Bruce, M. W. (2018). Curriculum leadership: Strategies for development and implementation (5th ed.). London, England: Sage.
Altheide, D. L. (1996). Qualitative research methods: Qualitative media analysis. Thousand Oaks, CA: Sage. doi: 10.4135/9781412985536
Althusser, L. (1971). Ideology and ideological state apparatuses. In B. R. Cosin (Ed.). Education: Structure and society. Harmondsworth, England: Penguin Books.
Angrosion, M. (2007). Doing ethnographic and observational research. London, England: Sage.
Apple, M. W., & Beane, J. A. (1999). Democratic schools: Lessons from the chalk face. Buckingham, England: Open University Press.
Apps, J. W. (1994). Leadership for the emerging age: Transforming practice in adult and continuing education. San Francisco, CA: Jossey Bass.
Archbald, D. A. (2000). School choice and school stratification: Shortcomings of the stratification critique and recommendations for theory and research. Education policy, 14(2), 224-240.
Aronowitz, S., & Giroux, H. A. (1993). Education still under siege (2nd ed.). Westport, Connecticut: Bergin & Garvey.
Babcock-Roberson, M. E., & Strickland, O. J. (2010). The relationship between charismatic leadership, work engagement, and organizational citizenship behaviors. The Journal of Psychology, 144(3), 313-326.
Barber, M., & Mourshed, M. (2009, July). Shaping the future: How good education systems can become great in the decade ahead. Report on the International Education Roundtable, Singapore.
Barrett, A. J. (2012). Transformative leadership and the purpose of schooling in affluent communities (Unpublished Doctoral Dissertation). University of Illinois, Illinois.
Bass, B. M (1985). Leadership and performance beyond expectations. New York, NY: The free Press.
Bass, B. M, & Bass, R. (2008). The bass handbook of leadership: Theory, research, & managerial applications. New York, NY: Free Press.
Bellibas, M. S., & Liu, Y. (2017). Multilevel analysis of the relationship between principals’ perceived practices of instructional leadership and teachers’ self-efficacy perceptions. Journal of Educational Administration, 55(1), 49-69.
Beycioglu, K., Ozer, N., & Ugurlu, T. C. (2012). Distributed leadership and organizational trust: The case of elementary schools. Procedia-Social and Behavioral Sciences, 46, 3316-3319.
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Boston, MA: Pearson Education.
Bohman, J. (1996). Public deliberation: Pluralism, complexity, and democracy. Cambridge, MA: MIT Press.
Boske, C. (2012). Sending forth tiny ripples of hope that build the mightiest of currents: Understanding how to prepare school leaders to interrupt oppressive school practices. Planning and Changing, 43(1/2), 183-197.
Bourdieu, P. & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Chicago, Illinois: The University of Chicago.
Bradley (2004). Curriculum leadership: Beyond boilerplate standards. Lanham, MD: Scarecrow Education.
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Brown, T. M. (1988). How fields change: A critique of the “Kuhnina” view. In W. F. Pinar (Ed.), Contemporary curriculum discourses (pp. 16-30). Scottsdale, AZ: Gorsuch Scarisbrick.
Brubaker, D. L. (2004). Creative curriculum leadership: Inspiring and empowering your school community (2nd ed.). Thousand Oaks, CA: Corwin Press.
Bruggencate, G., Luyten, H., Scheerens, J., & Sleegers, P. (2012). Modeling the influence of schools leaders on student achievement: How school leaders can make a difference? Educational Administration Quarterly, 48(4), 699-732.
Burns, J. M. (1978). Leadership. New York, NY: Harper and Row.
Caldwell, B., & Spinks, J. (2013). The Self-Transforming School. London, England: Routledge.
Carlson, R. V., & Buttram, J. L. (2004, April). Case studies of rural schools implementing comprehensive school reform models. Paper presented at the annual conference of the American educational research association. San Diego, CA. Retrieved from https://www.yumpu.com/en/document/read/26194777/case-studies-of-rural-schools-implementing-comprehensive-sedl
Castanheira, P., & Costa, J. A. (2011). In search of transformational leadership: A (Meta) analysis focused on the Portuguese reality. Procedia Social and Behavioral Sciences, 15, 2012-2015.
Catano, N., & Stronge, J. H. (2006). What are principals expected to do? Congruence between principal evaluation and performance standard. NASSP Bulletin, 9(3), 221-237.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (6th ed.). London, England: Routledge.
Collins, J. (2001). Level 5 leadership: The triumph of humility and fierce resolve. Harvard business review, 79(1), 66-76.
Conley, D. T. (1997). Roadmap to restructuring: Charting the course of change in American education (ERIC No. ED409603). Washington, DC: Office of Educational Research and Improvement.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Newbury Park, CA: Sage.
Cornbleth, C. (2000). Viewpoint. In C. Cornbleth (Ed.) Curriculum politics, policy, practice: Cases in comparative context (pp. 1-19). New York, NY: State University of New York Press.
Crewe, K. (2001). The quality of participatory design: The effects of citizen input on the design of the boston southwest corridor. Journal of the American Planning Association, 6(4), 437-455. doi: 10.1080/01944360108976251
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. doi: 10.1080/02619768.2017.1315399.
Day, C., & Leithwood, K. (Eds.) (2007), Successful principalship leadership in times of change: An international perspective. Toronto, Canada: Springer.
Day, C., Harris, A., Hadfield, M., Tolley, H., & Beresford, J. (2000). Leading schools in times of change. Buckingham, England: Open University Press.
De Villiers, E., & Pretorius, S. G. (2011). Democracy in schools: Are educators ready for teacher leadership? South African Journal of Education, 31, 574-589.
Dejnozka, E. L., Kapel, D. E., Gifford C. S., & Kapel, M. B. (1991). American educators’ Encyclopedia (2nd ed.). New York, NY: Greenwood.
Deng, L., Zhu, G., Li, G. Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Asia-Pacific Education Researcher, 27, 441-453.
Denzin, N. K. (1994). The art and politics of interpretation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (1st ed., pp. 500-515). London, England: Sage.
Department for Educatiion [DfE]. (2019). Governance handbook for academies, multi-academy trusts and maintained schools. Retrieved from Gov. UK. Website: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/788234/governance_handbook_2019.pdf
Dewey, J. (1936). The theory of the Chicago experiment. In K. C. Mayhew & A. C. Edwards (Eds.), The Dewey School: The laboratory school of the University of Chicago, 1896-1903 (pp. 463-477). New York, NY: D. Appleton-Century.
Dewey, J. (1963). Experience and education. New York, NY: Macmillan. (Originally published in 1938)
Dewey, J. (1989). Freedom and culture. Buffalo: Prometheus. (Originally published in 1939)
Dewey, J. (1993). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D. C. Heath.
Diem, S., & Carpenter, B. W. (2012). Social justice & leadership preparation: Developing a transformative curriculum. Planning and Changing, 43(1/2), 96-112.
Doll, W. E. (1993). A post-modern perspective on curriculum. New York, NY: Teachers College Press.
Doong, S. (2008). Taiwan’s new citizenship curriculum: Changes and challenges. In D. L. Grossman, W. O. Lee, & K. J. Kennedy (Eds.), Citizenship curriculum in Asia and the Pacific (pp. 43-60). Hong Kong, China: CERC.
Dunn, M. A. (1997, March). The evaluation of alternative schools in research and practice. Paper presented at the Annual Meeting of the Virginia Educational Research Association, Virginia, US. Retrieved from https://files.eric.ed.gov/fulltext/ED423280.pdf
Eaves, Y. D. (2001). A synthesis technique for grounded theory data analysis. Journal of Advanced Nursing, 35(5), 654-663.
Edwards, S., & Kuhlman, W. (2007). Culturally responsive teaching: Do we walk our talk? Multicultural Education, 14(4), 45-49.
Eisner, E. W. (1994). Cognition and curriculum reconsidered (2nd ed.). New York, NY: Teachers College Press.
Elmore, R. F., & Fuller, B.(1996). Empirical research on educational choice: What are the implications for police-makers? In B. Fuller, R. F. Elmore, & G. Orfield (Eds.), Who chooses? Who loses? Culture, institutions and the unequal effects of school choice (pp. 187-201). New York, NY: Teachers College Press.
Epstein, J. L., Galindo, C. L., & Sheldon, S. B. (2011). Levels of leadership: Effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462-495.
Feagin, J., Orum, A., & Sjoberg, G. (Eds.). (1991). A case for case study. Chapel Hill, NC: University of North Carolina Press.
Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 645-672). London, England: Sage.
Foucault, M. (1980). Power/Knowledge: Selected Interview and Other Writings 1972-1977 (Ed. by C. Gordon, C.; Gordon, L. Marshall, J. Mepham, & K. Soper, Tran). New York, NY: Pantheon Books.
Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Continuum.
Freire, P. (1973). Education for critical consciousness. New York, NY: Continuum.
Friedman, M., & Friedman, R. D. (1990). Free to choose: A personal statement (2nd ed.). San Diego, CA: Harcout.
Fullan, M. (1991). The new meaning of educational change. New York, NY: Teachers College Press.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York, NY: Teachers College Press.
Gerring, J. (2006). Case study research: Principles and practices. Cambridge, NY: Cambridge University Press.
Giroux, H. A. (1988). Teacher as intellectuals: Toward a pedagogy of learning. Granby, MA: Bergin & Garvey.
Glaser, B. G. (2016). Open coding escriptions. Grounded Theory Review, 15. Retrieved from http://groundedtheoryreview.com/2016/12/19/open-coding-descriptions/
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago, IL: Aldine.
Glatthorn, A. A. (2009). The principal as curriculum leader: Shaping what is taught and tested. Thousand Oaks, CA: Corwin Press.
Gomik, R. (2003). A case study of teacher inquiry capacity (Unpublished doctoral dissertation). Kent State University, Ohio.
Gooding, J., & Metz, B. (2011). From misconceptions to conceptual change. The Science Teacher, 78(4), 34-37.
Goodlad, J. I. (1991). Curriculum making as a sociopolitical process. In M. F. Klein (Eds.), The politics of curriculum decision-making: Issues in centralizing the curriculum (pp. 9-23). New York, NY: State University of New York.
Goodyear, G. E., & Allchin, D. (1998). Statement of teaching philosophy. To Improve the Academy, 17, 103-122.
Goulding, C. (2002). Grounded theory: A practical guide for management, business and market researchers. London, England: Sage.
Greene, M. (1971). Curriculum and consciousness. Teacher College Record, 73(2), 253-269.
Greene, M. (1986). In search of critical pedagogy. Harvard Educational Review, 56(4), 427-441.
Grundy, S. (1987). Curriculum: Product or praxis. London, England: Falmer.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (1st ed., pp. 105-117). London, England: Sage.
Gurr, D. (2008). Principal leadership: what does it do, what does it look like, and how might it evolve? ACEL Monograph, 42, 2-23.
Gurr, D., & Day, C. (2014). Leading schools. In C. Day & D. Gurr (Eds), Leading schools successfully: Stories from the field (pp. 1-6). London, England: Routledge.
Gurr, D., Drysdale, L., & Mulford, B. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43(6), 539-551.
Habermas, J. (1971). Knowledge and human interests. Boston, MA: Beacon Press.
Habermas, J. (1979). Communication and the Evolution of Society. Boston, MA: Beacon Press.
Habermas, J. (1984). The Theory of Communicative Action (T. McCarthy, Trans.). Boston, MA: Beacon Press. (Originally published in 1981)
Habermas, J. (1996). Three normative models of democracy. In S. Benhabib (Eds.), Democracy and difference: Contesting the boundaries of the political (pp. 21-30). Princeton, NJ: Princeton University Press.
Hale, J. A., & Dunlop, R. F. (2010). An educational leader’s guide to curriculum mapping: Creating and sustaining collaborative cultures. California, CA: Corwin Press.
Hall, R., Agarwal, R., & Green, R. (2013). The future of management education in Australia: Challenges and innovations. Education & Training, 55(4/5), 348-369.
Hallinger, P. & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654-678.
Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement. American Educational Research Journal. 46(3), 659-689.
Hemmings, A. (1994). Culturally responsive teaching: When and how high school teachers should cross cultural boundaries to reach students (ERIC No. ED376242). Washington, DC: Office of Educational Research and Improvement.
Henderson, J. G. (1992). Reflective teaching: Becoming an inquiring educator. New York, NY: Macmillan.
Henderson, J. G. (1998). Transformative curriculum leadership. Teaching Education, 9, 69-70.
Henderson, J. G. (2001). Reflective teaching: Professional artistry through inquiry (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Henderson, J. G., & Gornik, R. (2007). Transforming curriculum leadership (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Henderson, J. G., & Hawthorne, R. D. (1995). Transformative curriculum leadership (1st ed.). Englewood Cliffs, NJ: Merrill.
Henderson, J. G., & Hawthorne, R. D. (2000). Transformative curriculum leadership (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Henderson, J. G., & Kesson, K. R. (eds). (1995). Understanding democratic curriculum leadership. New York, NY: Teachers College Press.
Holloway, I., & Wheeler, S. (2002). Qualitative research in nursing (2nd ed.). Melbourne, Australia: Blackwell.
Hornberger, N. H. (2008). Can schools save indigenous languages? Policy and practice on four continents. New York, NY: Palgrave Macmillan.
Hsiao, H. C., Chen, M. N., & Yang, H. S. (2008). Leadership of vocational high school principals in curriculum reform: A case study in Taiwan. International Journal of Educational Development, 28(6), 669-686.
Inkeles, A. (1985). Exploring individual modernity. New York, NY: Columbia University Press.
Jackson, L. (2014). Under construction: The development of multicultural curriculum in Hong Kong and Taiwan. Asia-Pacific Education Researcher, 23(4), 885-893.
Jacobson, S. L., Johnson, L., Ylimaki, R., & Giles, C. (2005). Successful leadership in challenging U.S. schools: Enabling principles, enabling schools. Journal of Educational Administration, 43(6), 607-618.
Jeong, H., & Chi, M. T. H. (2007). Knowledge convergence and collaborative learning. Instructional Science, 35(4), 287-315.
Jones, J. C., & Webber, C. F. (2002). Principal succession: A case study (ERIC No. ED 455555). Washington, DC: Office of Educational Research and Improvement.
Kim, E. A., & Dionne, L. (2014). Traditional ecological knowledge in science education and its integration in grades 7 and 8 Canadian science curriculum documents. Canadian Journal of Science, Mathematics and Technology, 14(4), 311-329.
Kim, E. J. A. (2015). Neo-colonialism in our schools: Representations of indigenous perspectives in Ontario science curricula. McGill Journal of Education, 50(1), 119-143.
Kirby, P. C. (1992). Shared decision making: Moving from concerns about rest room to concerns about classroom. Journal of School Leadership, 2(3), 330-344.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Lee, D. H. L., & Chiu, C. S. (2017). “School banding”: Principals’ perspectives of teacher professional development in the school-based management context. Journal of Educational Administration, 55(6), 686-701.
Lee, W. O. & Manzon, M. (2014). The issue of equity and quality of education in Hong Kong. The Asia-Pacific Education Researcher, 23(4), 823-833.
Leithwood, K., & Riehl, C. (2003). What Do We Already Know About Successful School Leadership? Philadelphia, PA: Laboratory for Student Success, Temple University.
Leithwood, K., & Riehl, C. (2005). What we know about successful school leadership. In W. Firestone & C. Riehl (Eds.), A new agenda: Directions for research on educational leadership (pp. 22-47). New York, NY: Teachers College Press.
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School leadership and management, 28(1), 27-42.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership and Management, 40(1), 5-22. doi: 10.1080/13632434.2019.1596077
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. New York, NY: The Wallace Foundation.
Leithwood, K., Tomlinson, D., & Genge, M. (1996). Transformational school leadership. In K. Leithwood, J. Corson, P. Hallinger, & A. Hart (Eds.), The international handbook of educational leadership and administration (pp. 785-840). Dordrecht, Netherlands: Kluwer Academic.
Lewthwaite. B. (2007). From school in community to a community-based school: The influence of an aboriginal principal on culture-based school development. Canadian Journal of Educational Administration and Policy, 64, 1-18.
Liu, M. (2004). A society in transition: The paradigm shift of civic education in Taiwan. In W. O. Lee, D. L. Grossman, K. J. Kennedy, & G. P. Fairbrother (Eds.), Citizenship education in Asia and the Pacific: Concepts and issues (pp. 97-118). Hong Kong, China: CERC.
Lou, W-L. (2008). Cultivating the capacity for reflective practice: A professional development case study of L2/EFL teachers (Unpublished doctoral dissertation). Kent State University, Ohio.
Mafora, P. (2013). Transformative leadership for social justice: Perceptions and experiences of South African township secondary school principals. Journal of Social Sciences, 34(1), 37-45.
Marsh, C., Day, C., Hannay, L., & McCutcheon, G. (1990). Reconceptualizing school based curriculum development. New York, NY: The Falmer Press.
May, H., & Supovitz, J. A. (2011). The scope of principal efforts to improve instruction. Educational Administration Quarterly, 47(2), 332-352.
McCarthy, W. A. (1978). The Critical Theory of Jurgen Habermas. Cambridge, MA: MIT Press.
McDonnell, A., Jones, M. L., & Read, S. (2000). Practical consideration in case study research: The relationship between methodology and process. Journal of Advanced Nursing, 32(2), 380-390.
Merriam, S. B. (1998). Qualitative research and case study application in education. San Francisco, CA: Jossey-Bass.
Merriam, S. B. (2009). Qualitative reserach: A guide to design and implementation. Sacramento, CA: Jossey-Bass.
Merriem, S. B. (1988). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
Midwest Comprehensive Center [MWCC]. (2018). Transforming systems for high levels of learning for all students: Personalized learning in Wisconsin (ERIC No. ED589979). Washington, DC: Office of Educational Research and Improvement.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
Miller, L. C., & Hansen, M. (2010). Rural schools need realistic improvement models. Washington, DC: The Urban Institute's Education Policy Center. Retrieved from http://www.urban.org/url.cfm?ID=901342
Miller, M. (2007). Transformational leadership and mutuality. Transformation, 24(3/4), 180-192.
Miller, R. (2004). A map of the alternative education landscape. Paths of Learning, 20. Retrieved from http://www.educationrevolution.org/store/resources/alternatives/mapoflandscape/
Mills, M., Mcgregor, G., Baroutsis, A., Riele, K. T., & Hayes, D. (2016). Alternative education and social justice: Considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100-115. doi: 10.1080/17508487.2016.1087413
Mishler, E. G. (1986). Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press.
Moreeng, B., & Tshelane, M. (2014). Transformative curriculum leadership for rural ecologies. Mediterranean Journal of Social Sciences, 5(23), 850-858.
Nagata, Y. (2007). Alternative education: Global perspectives relevant to the Asia Pacific region. Dordrecht, Netherlands: Springer.
Northouse, P. G. (2012). Leadership: Theory and Practice (6th ed.). Thousand Oaks, CA: Sage.
O’Leary, Z. (2014). The Essential Guide to Doing Your Research Project. Los Angeles, CA: Sage.
OECD (2005). The definition and selection of key competencies: Executive summary. Paris: Author. Retrieved from https://www.oecd.org/pisa/35070367.pdf
OECD (2013). Leadership for 21st century learning. Paris: Author. Retrieved from https://read.oecd-ilibrary.org/education/leadership-for-21st-century-learning_9789264205406-en#page11
OECD (2018a). The future of education and skills Education 2030 (ERIC No. ED582106). Washington, DC: Office of Educational Research and Improvement.
OECD (2018b). Teaching for the future: Effective classroom practices to transform education, Paris: Author. Retrieved from https://dx.doi.org/10.1787/9789264293243-en.
OECD (2018c). Effective teacher policies: Insights from PISA. Paris: Author. Retrieved from https://dx.doi.org/10.1787/9789264301603-en
Pajak, E., & McAfee, L. (1992). The principal as school leader, curriculum leader. NASSP Bulletin, 7(6), 21-29.
Palli, J. G., & Mamilla, R. (2012). Students’ opinions of service quality in the field of higher education. Creative Education, 3(4), 430-438.
Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
Paton, G. (2010, June 23). Swedish 'free schools' fail to improve results. The Telegraph. Retrieved from http://www.telegraph.co.uk/education/educationnews/7846599/Swedish-freeschools-fail-to-improve-results.html#
Patton. M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Penceliah, Y. (2011). Leadership in a multicultural organizational context: Some perspectives. Africanus, 41(2), 46-59.
Pont, B., Nusche, D., & Moorman, H. (2008). Improving school leadership (Volume1): Policy and practice. Paris, France: OECD.
Preece, J. (2003). Education for transformative leadership in Southern Africa. Journal of Transformative Leadership in Southern Africa, 1(3), 245-263.
Quinn, K. (2007). Exploring departmental leadership: How department chairs can be transformative leaders. InterActions: UCLA Journal of Education and Information Studies, 3(1), Article 5.
Ram, P., & Prabhakar, G. V. (2010). Leadership styles and perceived organizational social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
Rice, P. L., & Ezzy, D. (1999). Qualitative research methods: A health focus. Melbourne, Australia: Oxford University Press.
Richards, J. G., Vining, A. R., & Weimer, D. L. (2010). Aboriginal performance on standardized tests: Evidence and analysis from provincial schools in British Columbia. Policy Studies Journal, 38(1), 47-67. doi: 10.1111/j.1541- 0072.2009.00344.x
Riddle, S., & Cleaver, D. (2017). Community, culture and connections in alternative schooling. In S. Riddle and D. Cleaver (Eds.), Alternative Schooling, Social Justice and Marginalised Students (pp. 93-109). New York, NY: Palgrave Macmillan.
Robinson, K. (2010, February). Bring on the learning revolution! [TED 2010]. Retrieved from https://www.ted.com/talks/sir_ken_robinson_bring_on_the_learning_revolution
Robinson, K., & Aronica, L. (2009). The element: How finding your passion changes everything. New York, NY: Penguin Group USA.
Rouse, J. E. (2010). Social justice development: Creating social change agents in academic systems (Unpublished doctoral dissertation). The University of North Carolina at Greensboro, North Carolina.
Rozenszayn, R., & Assaraf, O. B. Z. (2011). When collaborative learning meets nature: Collaborative learning as a meaningful learning tool in the ecology inquiry based project. Research in Science Education, 41(1), 123-146.
Sanford, K., Williams, L., Hopper, T. & McGregor, C. (2012). Indigenous principles decolonizing teacher education: What we have learned. In Education, 18(2), 18-34.
Schaefer, C. & Voors, T. (1996). Vision in action: Working with soul & spirit in small organizations (2nd revised ed.). New York, NY: Lindisfarne Press.
Schweb, J. J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13(3), 239-265.
Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). New York, NY: Teachers College Press.
Shay, M. (2016). Seeking new paradigms in aboriginal education research: methodological opportunities, challenges and aspirations. Social and Education History 5(3), 273-296. doi:10.17583/hse.2016.2299
Shields, C. M. (2009a). Transformative leadership: A call for difficult dialogue and courageous action in racial contexts. Journal for International Studies in Educational Administration, 37(3), 53-68.
Shields, C. M. (2009b). Courageous leadership for transforming schools: Democratizing practice. Norwood, MA: Christopher-Gordon.
Shum, M., Gao, F., & Ki, W. W. (2016). School desegregation in Hong Kong: Non-Chinese linguistic minority students’ challenges to learning Chinese in mainstream schools. Asia Pacific Journal of Education, 36(4), 533-544.
Singh, K. (2012). Preparing for the challenge of effectively distributing leadership: Lesson learned from the creation of a leadership team. Journal of Transformative Leadership and Policy Studies, 2(1), 35-48.
Sliwka, A. (2008). The contribution of alternative education. In OECD (eds), Innovating to learn, learning to innovate (pp. 93-112). Paris, France: OECD.
Smith, M., Bryan, K. L., & Vodanovich, S. (2012). The counter-intuitive effects of flow on positive leadership and employee attitudes: Incorporating positive psychology into the management of organizations. The Psychologist-Manager Journal. 15, 174-198.
Smith, S. C., & Piele, K. (1997). School leadership: Handbook for excellence (ERIC No. ED401596). Washington, DC: Office of Educational Research and Improvement.
Snauwaert, D. T. (1993). Democracy, education, and governance: A developmental conception. Albany, NY: State University of New York Press.
So, K., & Kang, J. (2014). Curriculum reform in Korea: Issues and challenges for twenty-first century learning. The Asia-Pacific Education Researcher, 23(4), 795-803.
Sorenson, R. D., Goldsmith, L. M., Mendez, Z. Y., & Maxwell, K. T. (2011). The principal’s guide to curriculum leadership. Thousand Oaks, CA: Corwin Press.
Spillane, J. P., & Coldren, A. F. (2011). Diagnosis and design for school improvement: Using a distributed perspective to lead and manage change. New York, NY: Teachers College Press.
Stacey, R. A. (1995). Alternative learning environments (Summary of alternative education legislation). Insights on Educational Policy, Practice, and Research, issue 6. Retrieved from http://www.sedl.org/policy/insights/n06/8.html
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stake, R. E. (2005). Case studies. In N, K. Denzin and Y. S. Lincoln (Eds.), Handbook of qualitative research (3rd, ed., pp. 43-66).Thousand Oaks, CA: Sage.
Steiner, R. (1965). The education of the child: In the light of anthroposophy. London, England: Rudolf Steiner Press.
Strauss, A. (1987). Qualitative analysis for social scientists. San Francisco, CA: Cambridge University Press.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Streubert, H. J., & Carpenter, D. R. (2007). Qualitative research in nursing: Advancing the humanistic imperative (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
Sun, H., Wang, X., & Sharma, S. (2014). A study on effective principal leadership factors in China. International Journal of Educational Management, 28(6), 716-727.
Symcox, L. (2002). Whose history? The struggle for national standards in American classroom. New York, NY: Teachers College Press.
Taylor, L. (2019). Towards a concept of inefficiency in performance and dialogue practice. The Journal of Applied Theatre and Performance, 24(3), 333-351.
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. doi:10.1177/2345678906292430
Thomas, G. (2011). A typology for the case study in social science following a review of definition, discourse, and structure. Qualitative Inquiry, 17(6), 511-521.
Tilly, C. (1984). Big structure, large process, huge comparisons. New York, NY: Russell Sage Foundation.
Timonen, V., Foley, G., & Conlon, C. (2018). Challenges when using grounded theory: A pragmatic introduction to doing GT research. International Journal of Qualitative Methods, 17, 1-10.
United Nations Educational, Scientific and Cultural Organization. (2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning. Retrieved from http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf
Walberg, H. J. (2007). School choice: The findings. Washington, DC: CATO Institute.
Walker, D. F. (1990). Fundamentals of curriculum. San Diego, CA: Harcourt Brace Jovanovich.
Wang, L. H. (2010). Successful school leadership in Singapore (Unpublished doctoral dissertation). The University of Melbourne, Australia.
Wang, L., Gurr, D., & Drysdale, L. (2016). Successful school leadership: Case studies of four Singapore primary schools. Journal of Educational Administration, 54(3), 270-287.
Wieviorka, M. (1992). Case studies: History or sociology? In C. C. Ragin and H. S. Becker (Eds.), What is a case? Exploring the foundations of social inquiry (pp. 159-172). New York, NY:Cambridge University Press.
Wimpenny, P., & Gass, J. (2000). Interviewing in phenomenology and grounded theory: Is there a difference? Journal of Advanced Nursing, 31(6), 1485-1492.
Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam and Stake. The Qualitative Report, 20(2), 134-152.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
Yukl, G. (2013). Leadership in organizations (8th ed.). Upper Saddle River, NJ: Prentice Hall.
Zhang, X. (2018). Diluting minority students’ marginalization in the mainstream college English writing classroom through functional linguistic praxis: A case report from China. Asia-Pacific Education Researcher, 27, 465-475.
倉本 哲男 (2017). Study of curriculum management from a perspective of transformative curriculum leadership [in Japanese]. 愛知教育大学教職キャリアセンター紀要, 2, 61-68.