Author(s)	Title and Abstract
Walker, A., & Hallinger, P.	International perspectives on leader development: Definition and design. Educational Management Administration and Leadership, 41(4), 401-404. Abstract: The purpose of this special issue is to critically analyse the state of school leader development across a number of societies. As such, it aims to contribute to previous efforts to examine broad global trends in this domain (Brundrett and Crawford, 2012; Hallinger, 2003; Huber, 2004; Lumby et al., 2008); as well as in more geographically defined slices, such Europe (Muller and Schratz, 2008); Asia (Walker et al., 2008; Walker et al., 2007) and the USA (Young et al., 2009). Completed and in-train studies in the area range from investigations across societies (comparative), studies examining the intersection between policy and leader development, and research at the programme level.
Hallinger, P.	Reviewing reviews of research in educational leadership: An empirical assessment. Educational Administration Quarterly. Retrieved on October 23, 2013, from http://eaq.sagepub.com/content/early/2013/10/21/0013161X13506594 Abstract: This comprehensive set of 38 published review articles tracks the historical development of the field and, by itself, represents a rich harvest from the study. Within this historical corpus of reviews, the study identified a subset of "exemplary reviews" that can serve as useful models for future scholarship. Finally, by identifying patterns of methodological strength and weakness among the reviews as a group, the report offers empirically grounded recommendations for strengthening future reviews of research in educational leadership and management. Keywords: review of research, educational leadership, education management, research methods, knowledge production
Tang, S., Cheng, M., & Cheng, A.	Shifts in teaching motivation and sense of self-as-teacher in initial teacher education. Educational Review, 66(4): 465-481. Abstract: This article presents four student teacher cases using an examination of the nature of shifts in student teachers’ motivation for choosing teaching as a career in relation to the development of their sense of self-as-teacher. The analysis relates positive and negative shifts in teaching motivation and sense of self-as-teacher to variation in professional learning experiences in initial teacher education (ITE) that constituted the four student teachers’ development of classroom competence and wider professional competence.
Lee, J. C. K., Huang, Y., Law, E. H. F., & Wang, J.	Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia Pacific Journal of Teacher Education, 41(3), 271-287. Abstract: This study explores the changing professional identities of teachers and their emotional experiences during curriculum reform in Shenzhen in the southern part of China. A qualitative approach to research was adopted. Findings reveal that the informants display several teaching behaviours and diverse emotions ranging from pain and helplessness, fulfilment and anxiety, and other mixed emotions. The three types of influential factors that influence teachers' professional identities are also discussed in this study.
Szeto, E.	Examining issues of e-learning practices in Chinese higher education: A cross-sectional study of mainland China, Taiwan and Hong Kong. International Journal on E-learning, 12(4), 273-293. Abstract: This is a small-scale case study using a qualitative, cross-sectional approach to examining issues related to the practices involved in transforming the higher education of these three places. The findings enrich the understandings and extend the theoretical underpinnings of e-learning in terms of institutional settings, pedagogic responses to change and information and communication technologies (ICT) enabled capacity in education. Results show that (1) e-learning policy and practices were not explicitly integrated (2) faculties were reluctance to change; and (3) over-reliance on ICT-enabled capacity for teaching and learning. Implications and future research are also discussed.
Hallinger, P., Lee, T., & Szeto, E.	Review of research on educational leadership and management in Hong Kong, 1995-2012: Topographical analysis of an emergent knowledge base. Leadership and Policy in Schools, 12(3), 256-281. Abstract: This article undertakes a “topographical analysis” of this literature with the aim of describing the nature of topics and research methods employed over the past decade. The authors analyze the body of articles published in a “core” set of eight educational leadership and management journals between 1995 and 2012. The descriptive study offers insights into the nature of this emergent literature from a single non-Western society.
Qian, H. Y., & Walker, A.	How principals promote and understand teacher development under curriculum reform in China. Asia Pacific Journal of Teacher Education, 41(3), 304-315. Abstract: On-going curriculum reform in China demands that teachers and principals shift their norms of practice to facilitate student learning. Principals are expected to take a more hands-on approach and work more collaboratively with teachers towards curriculum change. This paper presents case studies of how principals in three different schools in Shanghai shaped teacher development activities which built teacher understanding and capacity to meet the requirements of the curriculum reform. The analysis provides insights into how principals proactively promoted teacher development and identifies some of possible gaps in their strategies. Implications are drawn about the Keywords: China, curriculum reform, principal, school-based teacher development
Murphy, J. F., Hallinger, P., & Heck, R. H.	Leading via teacher evaluation: The case of the missing clothes? Educational Researcher, 42(6),349-354. Abstract: Over the last decade, teacher evaluation has moved onto center stage in efforts to strengthen schooling. In this article, we address the question of whether focusing on this administrative process is likely to accomplish what reformers hope. We answer that question by examining the available evidence, both direct and indirect. We deepen the empirical narrative that emerges there by highlighting workplace norms and conditions of work in schools. Keywords: administration, descriptive analysis, educational reform, evaluation
Ralston, D., Hallinger, P., et al.	Societal-level versus individual-level predictions of ethical behavior: A 48-society study of collectivism and individualism. Journal of Business Ethics. Retrieved on July 5, 2013, from http://link.springer.com/article/10.1007%2Fs10551-013-1744-9 Abstract: Using multi-level analyses for a 48-society sample, we test the utility of both the societal-level and individual-level dimensions of collectivism and individualism values for predicting ethical behaviors of business professionals. Our values-based behavioral analysis indicates that values at the individual-level make a more significant contribution to explaining variance in ethical behaviors than do values at the societal-level. Implicitly, our findings question the soundness of using societal-level values measures. Implications for international business research are discussed. Keywords: Cultural values, Influence ethics, Hierarchical linear modeling, Collectivism, Individualism
Walker, A., Bryant, D. A., & Lee, M.	International patterns in principal preparation: Commonalities and variations in pre-service programmes. Educational Management, Administration and Leadership, 41(4) 405–434. Abstract: This article illuminates major features of high-quality leadership programmes across different education systems. We do so by focusing on capturing commonalities and variations in high-quality pre-service programmes from five differing societies, all of which are high-performing education systems. To this end, we first delineate key profiles of each programme. Based on that, we discuss commonalities and variations in leadership programmes in terms of framework, content and operational features. Finally, we flesh out important implications for policy and practice. Keywords: high-quality leadership programmes, international comparison, leadership development, preservice, programmes, principal, principal preparation
Hallinger, P., & Lu, J.	Preparing principals: What can we learn from MBA and MPA programmes? Educational Management, Administration and Leadership, 41(4), 435-452. Abstract: In this article we examine trends in the design of graduate education programmes offered in the related domains of business management and publication administration. We analyse data extracted from on-line descriptions of three types of master's degree programmes: master of busi- ness administration (MBA); master of public administration (MPA); and MBA programmes with a concentration in education (MBA-Ed). The study identifies patterns in the programme structure, curriculum content and learning methods employed in these graduate management programmes. The analysis yields features that could add potential value to university-based master of education degree programmes aimed at principal preparation. Keywords: administrator preparation, leadership development, management education, school principals
Zheng, Y., Walker, A., & Chen, S.	Change and continuity: A critical analysis of principal development policies in mainland China (1989-2011). Educational Management Administration and Leadership, 41(4) 484–503. Abstract: This article analyses the continuities and changes in principal development in mainland China over the past two decades by assessing the role of the state in shaping principal development over this period. The article outlines and analyses the 14 key policies that have shaped the practice of principal development. The main changes identified include formal recognition of the need for and potential of principal development to effect change in schools; growth in the number and background of training providers; and shifts in the stated purpose, content, curriculum and pedagogy of principal development programmes. The 'continuities' are the enduring power of the state in shaping the ideology that dominates principal development, such as framing it as both a national obligation and a right. Keywords: change, China, education policy, principals, principal development
Mok, K. H., & Hallinger, P.	The quest for world class status and university responses in Asia's World Cities: An introduction by the Guest Editors. Journal of Higher Educational Policy and Management, 35(3), 230–237. Abstract: This introduction sets out the context and major issues for this special issue with a focus on critical re?ections upon how academics and administrators are increasingly affected by the changing social, economic and political environments. With particular reference to global cities or world cities, this article examines how major Asian societies have responded to the growing challenges of globalisation to enhance their higher education systems. More speci?cally, this introduction critically re?ects upon how globalisation has fostered student mobility and raised expectations for university performance in this regional context. Keywords: academic profession, Asian's world cities, network society, world class status
Hallinger, P., & Bryant, D. A.	Review of research publication on educational leadership and management in Asia: A comparative analysis of three regions. Oxford Review of Education, 39(3), 307-328. Abstract: The purpose of this paper is to examine the extent to which calls over the past 15 years for increased empirical research on educational leadership and management in Asia have yielded increased knowledge production. The study analyses trends in research about and/or from Asia published in eight core educational leadership journals between 2000 and 2011. We provide an overall picture of the volume and impact of knowledge production in the region, as well as insights into change in the rate of knowledge production from the region over time. Keywords: Asia, research and development, knowledge base; leadership, management; administration
Hallinger, P., & Murphy, J. F.	Running on empty? Finding the time and capacity to lead learning. NASSP Bulletin, 97(1), 5-21. Abstract: This article reviews the evolution of instructional leadership as a model for principal practice, examines barriers to its successful enactment, and proposes strategies that school leaders can employ to reduce the gap between intentions and reality. Keywords: principal, instructional leadership, capacity, time management, leadership for learning
He, P., & Ho, D.	Rethinking the professional development policy for early childhood education in Hong Kong. Australasian Journal of Early Childhood, 38(2), 95-102. Abstract: This paper explores whether there is a gap between the policy objectives and teacher professional development through case studies at a time when the education reform has been implemented. Semi-structured interviews were used for data collection. The participants had some views in common about the positive aspects of the professional development policy. However, the findings also indicate that preschool teachers have a passive attitude toward learning, which might have an adverse influence on their lifelong professional development. The implications for the professional development policy and teacher professional development are discussed.
Hallinger, P., & Lu, J.	Learner centered higher education in East Asia: Assessing the effects on student engagement. International Journal of Educational Management, 27(6), 594-612. Abstract: The global expansion of higher education has brought about more ambitious educational goals that require new approaches to curriculum, teaching, and learning. While higher education in East Asia is no exception to this trend, it has been observed that both teachers and learners in the region have adhered to a strong tradition of lecture-based instruction. An underlying research question concerned the responsiveness of East Asian students to learner-centered education. This study is to examine the extent to which learner- centered education can be implemented successfully in the East Asian higher education context. Keywords: higher education, East Asia, change, learner-centered
Karam, C., Ralston, D., & Hallinger, P.	Perceptions of the ethicality of favors at work in Asia: An 11-society assessment . Asia Pacific Journal of Management, 30(2), 373-408. Abstract: We explore macro-level factors that shape perceptions of the ethicality of favors in Asian workplaces using the subordinate influence ethics (SIE) measure. We also expand and use the crossvergence model to examine the cross-level relationship between socio-cultural (i.e., traditional/secular; survival/self-expression; in-group favoritism) and business ideology influences (i.e., human development level, control of corruption) on perceptions of favor-seeking at work. This study examines the perceptions of a total of 4,325 managers and professionals in a diverse set of 11 Asian societies: China, Hong Kong, India, Indonesia, Malaysia, Pakistan, Singapore, South Korea, Taiwan, Thailand, and Vietnam. Keywords: Favor-seeking, Favoritism, Subordinate influence ethics, Cross-cultural behavior, Asia, Hierarchical linear modeling
Hallinger, P., & Lee, M.	Exploring principal capacity to lead reform of teaching and learning quality in Thailand. International Journal of Educational Development, 33(4), 305-315. Abstract: The study developed a national profile of principal instructional leadership using a Thai Form of the Principal Instructional Management Rating Scale (Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions (Creating a School Mission and Developing a Positive School Learning Climate) and a lower level of activity on the dimension, Managing the Instructional Program. Keywords: Principal, Instructional leadership, Education reform, School improvement, Thailand
Hallinger, P., Wang, W. C., & Chen, C. W.	Assessing the measurement properties of the Principal Instructional Management Rating Scale. A meta-analysis of reliability studies. Educational Administration Quarterly, 49(2), 272 -309. Abstract: In a recent article, Hallinger (2011b) reviewed 135 empirical studies that had employed the Principal Instructional Management Rating Scale (PIMRS) over the prior three decades. The author concluded that the PIMRS appeared to have attained a consistent record of yielding reliable and valid data on principal instructional leadership. However, given the focus of the review, little detail was provided on measurement results related to the PIMRS instrument. Keywords: principal, instructional leadership, PIMRS, reliability, meta-analysis
Hallinger, P., & Bryant, D. A.	Synthesis of findings from 15 years of educational reform in Thailand: Lessons on leading educational change in East Asia. International Journal of Leadership in Education, 16(4), 399-418. Abstract: The purpose is to identify lessons learned about educational leadership and change that may be applicable both in Thailand and other parts of East Asia. The studies reveal successful reorientation of the nation's educational system around a new vision and education goals. However, the vision of change has been much slower to penetrate the daily practice of Thailand's 35,000 principals and 400,000 teachers. The paper identi?es factors that are impacting successful reform in Thailand and draws implications for leading educational reform and change in the East Asia region.
Hallinger, P., & Bryant, D. A.	Mapping the terrain of educational leadership and management in East Asia. Journal of Educational Administration, 51(5), 618-637. Abstract: The purpose of this paper is to gain perspective on the extent to which the vision for knowledge production in East Asia set forth by Bajunid, Cheng, Hallinger, Walker, Dimmock and others almost 20 years ago has been fulfilled. We undertook an effort to map the terrain of knowledge production in educational leadership and management in East Asia since the year 2000. Our method of mapping this terrain involves the analysis of trends in publication of articles about and/or from East Asia in eight core educational leadership and management journals. . Keywords: research and development, educational management, educational leadership, Asia, knowledge base
Hallinger, P.	Developing tools for research on school leadership development: An illustrative case of a computer simulation. Journal of Educational Administration, 51(1), 72-91. Abstract: The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and prescriptions for better ways to approach practice. Relatively few studies have examined impact of leadership development using experimental methods, among which even fewer studies have employed a cross- cultural comparative perspective. The aim of this paper is to discuss the feasibility of using a computer simulation as tools for research in leadership development. Keywords: Simulation, Experiment, Cross-cultural comparison, Leadership development, Leadership, Schools
Ho, D., & Chen, S. S.	Behind the starting line: School capacity building in early childhood education. School Leadership and Management, 33(5), 501-514. Abstract: This paper discusses a strategy for accelerating the development of a regionally grounded knowledge base on educational leadership and management in East Asia. The study reviews data on patterns of knowledge production in East Asia, and employs the findings in the development of a strategy for increasing knowledge production. The study concludes that a suitable coordination strategy for the region should incorporate formal and informal strategies, be intermediate in scale and organised around a common research agenda. The authors propose that the substantive findings and the method of strategy analysis may also be relevant for academic leaders in other developing regions of the world. Keywords: capacity building, early childhood education, leadership; quality improvement, university support
Hallinger, P., & Bryant, D. A.	Accelerating knowledge production on educational leadership and management in East Asia: A strategic analysis. School Leadership and Management, 33(3), 202-223. Abstract: This paper describes the process of school capacity building in Hong Kong's early childhood education at a time when there was a quest for quality education. A local preschool was selected for the study, which took part in a university school support programme through which consultancy was hired from a university to provide school-based support. An action research approach was chosen in the research design. The process of building capacity was examined in the selected preschool over a year. The findings indicated that the preschool went through a process of capacity building, from the status quo ante, through the exploration stage to the initial implementation stage of change. Restructuring and reculturing were emerging in the change process, with the support of the school consultants. Keywords: leadership, management, knowledge, Asia, research and development
Song, L. H., & Chen, J.	University students' conceptions of an excellent physical education teacher in China. European Physical Education Review, 19(1), 110-126. Abstract: This study investigated how university students perceive an excellent physical education (PE) teacher at the university level. A sample of 2000 university students at four universities in China responded to a 53-item questionnaire. A 6-factor, 28-item model of an excellent teacher in PE was subsequently generated with a statistical good fit, using exploratory factor analysis and confirmatory factor analysis. The model included two traditional Chinese concepts, best defined as 'Caring For Students' and 'Being Responsible.' The other four concepts were: 'Being A Subject Expert, Being Student-Focused, Prompting Students' All-Around Growth' and 'Being A Lifelong Learner.' Multivariate analysis of variance showed that students' grade level and major contrib- uted to statistically-significant differences in their conceptualisation of excellent PE teaching. Study findings were compared with those in other relevant literature. Keywords: Chinese education, physical education, student expectations, questionnaire, PE instructors, teaching excellence, college students, student grades, student major
Chen, J., & Cowie, B.	Engaging primary students in learning about New Zealand birds: A socially relevant context. International Journal of Science Education, 35(8), 1344-1366. Abstract: This article reports on a classroom study of a unit on New Zealand birds that focused on adaptation and conservation in a Year 7 class. The unit used a 'context as social circumstances' model. The researchers observed the nine lessons and interviewed students, the classroom teacher, and three other teachers who had taught the same unit. The students completed a pre-test and a post-test for the unit. Findings indicate that the students enjoyed and were interested in the unit, and had learnt more than usual. The students investigated predators using the tracking tunnel in their school gully and, of their own volition, in their home gardens. Some students pursued this interest into the wider community after the completion of the unit. The 'context as social circumstances' unit teachers helped students see the relevance of learning science for their lives, personally and socially, which opens up the possibility of action outside the classroom. The role of context, content and activity selection in the design of a unit that has social relevance is discussed. Keywords: Context-based, Biology, Primary science, Coherence, Pedagogy
Chen, J., & Cowie, B.	Developing 'Butterfly Warriors' : A case study of science for citizenship. Research in Science Education, 43(6), 2153-2177. Abstract: Given worldwide concern about a decline in student engagement in school science and an increasing call for science for citizenship in New Zealand Curriculum, this study focused on a butterfly unit that investigated how students in a year-4 primary classroom learnt about New Zealand butterflies through thinking, talking, and acting as citizen scientists. The butterfly unit included five lessons. The researchers observed the lessons and interviewed students and the classroom teacher. The students completed a unit evaluation survey after the unit. Findings indicate that the students enjoyed and were interested in activities such as reading about butterflies, learning and using new vocabulary, drawing butterfly life cycles, as well as hunting, tagging and releasing butterflies and publishing the data they had collected on a dedicated website. Through their participation in the unit, students had opportunities to act locally and globally, and to ' see themselves ' in science through ' being there ' experience. Units like this have the potential to develop students ' interest for longer-term engagement in science, even those students who may never envision themselves as professional scientists. Keywords: Primary science, Classroom study, Biology, Qualitative, Action
Choi, T. H.	Can a teacher certification scheme change ELT classroom practice? ELT Journal, 68 (1), 12-21. Abstract: From 1994, the South Korean government has implemented a series of innovations to change English language education from teaching about English to developing students’ communicative competence in English. This paper discusses the impact of a teacher certification scheme, one such innovation. The scheme is examined from three perspectives: its design, implementation, and perceived future impact. The discussion draws on documents from the certification scheme, lesson plans, video-recordings, and assessment results from assessed lessons for four candidates and interviews with these teachers. Analysis of this data shows that the scheme has the potential to make future classroom practice more communicative. However, there are a number of factors which seriously inhibit the impact of this scheme and which have implications for future innovations of this type. These include ineffective communication with teachers about the innovation, teachers’ perceptions of the relevance of the promoted practice, and the degree of compatibility between the innovation and its wider educational context.
Liu, P.	A transformational school leadership model in chinese urban upper secondary schools. International Studies of Educational Administration, 41(3), 73-94. Abstract: This multi-methods research project studies the main leadership practices from the perspectives of teachers in the recent process of curriculum reform in a Chinese city. Key words relevant to transformational school leadership practices were identified from teachers' survey answers using content analysis for formulating the Chinese transformational school leadership questionnaire, based on the answers from 273 teachers in 4 urban upper secondary schools. Additionally, the Chinese transformational school leadership questionnaire was formulated using principal component analysis according to the answers of 215 teachers in 6 urban upper secondary schools. This research identified 29 effective leadership practices in the Chinese urban upper secondary school change context, among which 12 leadership practices can work effectively across eastern and western culture and 17 are unique to the Chinese context. This study represents an original attempt to understand how Chinese teachers perceive transformational school leadership. The research seeks to contribute to leadership development and school change practices in the Chinese school context.
Liu, P.	Greater Toronto area (GTA) teachers' perspectives on teacher efficacy. International Studies of Educational Administration, 40(3), 75-89. Abstract: Most researchers use quantitative methods to conduct research on teacher efficacy, but the aim of this research was to deepen the understanding of teacher efficacy through field research. Data were collected from interviews with five teachers from a diversity of schools in school districts located in Toronto, Ontario. Based on the perception of these teachers, teacher efficacy can be understood as a changing, dynamic and relative concept. The research reveals that support from the school community, student success and school politics influences the development of teacher efficacy. In addition, the research shows that teachers with higher efficacy are inclined to be more democratic in the classroom, and to differentiate students into groups based on their abilities. Moreover, ongoing assessment and the building up of community with parents have been conceptualised as new dimensions for understanding teaching practices under higher teacher efficacy. The implications of these findings for practice, theory and research are discussed.