@article{69366fd46c154c6cb1c921c1d396dde3,
title = "Primary school leadership practice: How the subject matters",
abstract = "Teaching is a critical consideration in investigations of primary school leadership and not just as an outcome variable. Factoring in instruction as an explanatory variable in scholarship on school leadership involves moving away from views of teaching as a monolithic or unitary practice. When it comes to leadership in primary schools, the subject matters. More sophisticated constructions of teaching are necessary that take into account the subject matter (e.g. mathematics or literacy) and the dimension of teaching (e.g. content and teaching strategies). This paper explores how the practice of leadership in primary schools is structured differently depending on the school subject.",
author = "Spillane, {James P.}",
note = "Funding Information: This paper is based on research supported by Distributed Leadership Studies (http:// www.distributedleadership.org), with research grants from the National Science Foundation (REC-9873583), the Spencer Foundation, the Carnegie Foundation and the Rockefeller Foundation. Northwestern University{\textquoteright}s School of Education and Social Policy and Institute for Policy Research also supported the work. This paper would not have been possible without the Distributed Leadership Study{\textquoteright}s interdisciplinary research team of postdoctoral fellows, graduate students and undergraduate students. I am especially grateful to Patricia Burch, Amy Coldren, Page Hayton, Ryon Lancaster and Jennifer Sherer, who worked on subject matter and school leadership. Please send all correspondence to the Distributed Leadership Studies principal investigator, James Spillane at School of Education and Social Policy, 2020 Campus Drive, Evanston, IL 60201, USA or to j-spillane@northwestern.edu. All opinions and conclusions expressed in this paper are those of the author and do not necessarily reflect the views of any funding agency. For a more detailed analysis of the issues discussed in this section see Burch and Spillane (2003) and Spillane and Burch (in press).",
year = "2005",
doi = "10.1080/13634230500197231",
language = "English (US)",
volume = "25",
pages = "383--397",
journal = "School Organisation",
issn = "1363-2434",
publisher = "Brill",
number = "4",
}