Teachers leading change: Frameworks and key ingredients for school improvement

Journal article

Durrant, J. 2005. Teachers leading change: Frameworks and key ingredients for school improvement. Leading and Managing. 10 (2), pp. 10-29.
AuthorsDurrant, J.
Year2005
JournalLeading and Managing
Journal citation10 (2), pp. 10-29
PublisherInternational Congress for School Effectiveness and Improvement
ISSN1329-4539
Publication dates
Print2005
Publication process dates
Deposited28 Mar 2011
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/85361/teachers-leading-change-frameworks-and-key-ingredients-for-school-improvement

  • 128
    total views
  • 0
    total downloads
  • 20
    views this month
  • 0
    downloads this month

Export as

Related outputs

Teachers and the practice of leadership: Enabling change for transformation and social justice
Durrant, J., Frost, D., Hill, V., Holden, G. and Roberts, A. 2025. Teachers and the practice of leadership: Enabling change for transformation and social justice. London Routledge, Taylor and Francis.
The contribution of teacher education to universities: a case study for international teacher educators
Durrant, J., Hoult, E. C., Holme, R., Lewis, C., Littlefair, D., McCloskey-Martinez, M. and Oberholzer, L. 2024. The contribution of teacher education to universities: a case study for international teacher educators. Teachers and Teaching: Theory and Practice. https://doi.org/10.1080/13540602.2024.2320151
Creative postgraduate pedagogy for personal and professional learning: Risks and rewards
Durrant, J. 2022. Creative postgraduate pedagogy for personal and professional learning: Risks and rewards. in: Saunders, L. and D. Trotman (ed.) The Professional Doctorate in Education: Activism, Transformation and Practice Newcastle upon Tyne Cambridge Scholars Publishing. pp. 67-90
Teacher agency, professional development and school improvement
Durrant, J. 2020. Teacher agency, professional development and school improvement. London Routledge, Taylor and Francis.
Teacher agency, professional development and school improvement
Durrant, J. 2016. Teacher agency, professional development and school improvement.
What is evidence-based practice and why does it matter?
Durrant, J. 2014. What is evidence-based practice and why does it matter? in: Austin, R. (ed.) Researching Primary Education London Learning Matters/SAGE. pp. 9-24
The Parent Champion Programme: independent evaluation
Durrant, J. 2013. The Parent Champion Programme: independent evaluation.
Portraits of teachers in landscapes of change: exploring the role of teachers in school improvement
Durrant, J. 2013. Portraits of teachers in landscapes of change: exploring the role of teachers in school improvement. PhD Thesis Canterbury Christ Church University Faculty of Education
Teacher-led School Improvement
Durrant, J., Frost, D., Head, M. and Holden, G. 2000. Teacher-led School Improvement. London; New York Falmer Press.
A question of impact
Durrant, J. 2008. A question of impact.
A question of impact
Durrant, J. 2008. A question of impact.
Agency, enquiry and inclusion in school improvement
Durrant, J. 2009. Agency, enquiry and inclusion in school improvement.
Creativity, challenge and change
Durrant, J. 2009. Creativity, challenge and change.
Choosing to change
Durrant, J. 2007. Choosing to change.
Structured autonomy, internal accountability, sustainable improvement: learning from innovative development projects in the UK
Durrant, J. and Holden, G. 2007. Structured autonomy, internal accountability, sustainable improvement: learning from innovative development projects in the UK.
Teacher leadership: rationale, strategy and impact
Frost, D. and Durrant, J. 2003. Teacher leadership: rationale, strategy and impact. School Leadership & Management. 23 (2), pp. 173-186. https://doi.org/10.1080/1363243032000091940
Improvement matters: An integrated approach to the question of impact
Durrant, J. 2007. Improvement matters: An integrated approach to the question of impact. Professional Development Today. 10 (2), pp. 6-12.
Teachers as leaders: exploring the impact of teacher-led development work
Frost, D. and Durrant, J. 2002. Teachers as leaders: exploring the impact of teacher-led development work. School Leadership & Management. 22 (2), pp. 143-161. https://doi.org/10.1080/1363243022000007728
Helping schools to know themselves: exploring partnerships between schools and Higher Education Institutions to generate trustful, critical dialogue for review and development
Durrant, J., Dunnill, R. and Clements, S. 2004. Helping schools to know themselves: exploring partnerships between schools and Higher Education Institutions to generate trustful, critical dialogue for review and development. Improving Schools. 7 (2), pp. 151-170. https://doi.org/10.1177/1365480204047346
Teachers leading change: Doing research for school improvement
Durrant, J. and Holden, G. 2006. Teachers leading change: Doing research for school improvement. London Paul Chapman.
Supporting teachers leadership: What can principals do? A teacher’s perspective from research
Frost, D. and Durrant, J. 2004. Supporting teachers leadership: What can principals do? A teacher’s perspective from research. in: Chrispeels, J. (ed.) Learning to Lead Together: The Promise and Challenge of Sharing Leadership Thousand Oaks SAGE. pp. 307-326
Partnership, leadership and learning: building individual and organisational capacity through an accredited programme
Durrant, J. 2003. Partnership, leadership and learning: building individual and organisational capacity through an accredited programme. Professional Development Today. 2003 (Spring), pp. 6-12.