| Original language | English (US) |
|---|---|
| Article number | 102846 |
| Journal | Teaching and Teacher Education |
| Volume | 88 |
| DOIs | |
| State | Published - Feb 2020 |
ASJC Scopus subject areas
- Education
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In: Teaching and Teacher Education, Vol. 88, 102846, 02.2020.
Research output: Contribution to journal › Article › peer-review
TY - JOUR
T1 - Opening the door
T2 - Physical infrastructure, school leaders’ work-related social interactions, and sustainable educational improvement
AU - Shirrell, Matthew
AU - Spillane, James P.
N1 - Funding Information: Work on this paper was supported by the NebraskaMATH Study (http://www.distributedleadership.org/projects.html) at Northwestern University and the University of Nebraska-Lincoln, funded by research grants from the National Science Foundation (DUE- 0831835). The work was also supported by the Distributed Leadership Studies (http://www.distributedleadership.org), funded by research grants from the National Science Foundation (REC–9873583, RETA Grant No. EHR–0412510). George Washington University's Graduate School of Education and Human Development, Northwestern University's School of Education and Social Policy, and Northwestern University's Institute for Policy Research also supported this work. All opinions and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of any funding agency. Funding Information: Work on this paper was supported by the NebraskaMATH Study (http://www.distributedleadership.org/projects.html) at Northwestern University and the University of Nebraska-Lincoln, funded by research grants from the National Science Foundation (DUE- 0831835). The work was also supported by the Distributed Leadership Studies (http://www.distributedleadership.org), funded by research grants from the National Science Foundation (REC?9873583, RETA Grant No. EHR?0412510). George Washington University's Graduate School of Education and Human Development, Northwestern University's School of Education and Social Policy, and Northwestern University's Institute for Policy Research also supported this work. All opinions and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of any funding agency. Funding Information: Work on this paper was supported by the NebraskaMATH Study ( http://www.distributedleadership.org/projects.html ) at Northwestern University and the University of Nebraska-Lincoln , funded by research grants from the National Science Foundation ( DUE- 0831835 ). The work was also supported by the Distributed Leadership Studies ( http://www.distributedleadership.org ), funded by research grants from the National Science Foundation ( REC–9873583 , RETA Grant No. EHR–0412510 ). George Washington University’s Graduate School of Education and Human Development , Northwestern University’s School of Education and Social Policy , and Northwestern University’s Institute for Policy Research also supported this work. All opinions and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of any funding agency.
PY - 2020/2
Y1 - 2020/2
UR - http://www.scopus.com/inward/record.url?scp=85067177652&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85067177652&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2019.05.012
DO - 10.1016/j.tate.2019.05.012
M3 - Article
AN - SCOPUS:85067177652
SN - 0742-051X
VL - 88
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
M1 - 102846
ER -