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Inclusion and social justice in neoliberal India: examining the world's largest public-funded programme for private education

Comparative education, 2022-10, Vol.58 (4), p.417-433

2022

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Assessing the impact of collaborative inquiry on teacher performance and effectiveness

School effectiveness and school improvement, 2021-10, Vol.32 (4), p.564-606

2021

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Exercising instructional leadership with organisational management: a qualitative and comparative study of Chinese principalship

Compare, 2023-10, Vol.53 (7), p.1225-1243

2023

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Teaching without boundaries: interviews exploring the adaptation of collaborative inquiry to the American context

Gates open research, 2023, Vol.7, p.70-70

2023

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The cross-cultural validity of the Learning-Centered Leadership framework and its assessment instrument for principals

Journal of educational administration, 2014-01, Vol.52 (1), p.2-36

Chen Cravens, Xiu

2014

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School Leadership in International Schools: Perspectives and Practices

Peabody journal of education, 2018-10, Vol.93 (5), p.584-588

Cravens, Xiu

2018

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The Evaluation of Principals: What and How Do States and Urban Districts Assess Leadership?

The Elementary school journal, 2009-09, Vol.110 (1), p.19-39

2009

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Learning from the masters: Shanghai’s teacher-expertise infusion system

International journal for lesson and learning studies, 2017-10, Vol.6 (4), p.306-320

2017

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Defining School Effectiveness in the Reform for Quality-Oriented Education

International perspectives on education and society, 2011-01, Vol.15 (15), p.153-185

2011

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From Shanghai to Tennessee: Developing instructional leadership through Teacher Peer Excellence Groups

International journal for lesson and learning studies, 2017-01, Vol.6 (4), p.348-364

2017

Volltextzugriff (PDF)

From Shanghai to Tennessee

International journal for lesson and learning studies, 2017-10, Vol.6 (4), p.348-364

2017

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What Students Value Most: A Qualitative Examination of Learner Experiences in a Fully Online Degree Program

Teachers College record (1970), 2022-02, Vol.124 (2), p.143-169

2022

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The Convergent and Divergent Validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED): Instructional Leadership and Emotional Intelligence

Journal of educational administration, 2015-04, Vol.53 (2), p.177-196

2015

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Expert Teams in Instructional Leadership Practices Based on Collaboration and Their Transference to Local Teaching Improvement Networks

Research in educational administration & leadership, 2023-03, Vol.8 (1), p.256-294

2023

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Principal Professional Development in China: Challenges, Opportunities, and Strategies

Peabody journal of education, 2012-04, Vol.87 (2), p.178-199

2012

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Teacher peer excellence groups (TPEGs)

Journal of educational administration, 2017-09, Vol.55 (5), p.526-551

2017

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Instructional Conditions in Charter Schools and Students’ Mathematics Achievement Gains

American journal of education, 2010-05, Vol.116 (3), p.303-335

2010

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Teacher Peer Excellence Groups (TPEGs): Building Communities of Practice for Instructional Improvement

Journal of educational administration, 2017-01, Vol.55 (5), p.526-551

2017

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The Construct of Teachers' Pay Satisfaction: A Case Study of Primary and Secondary Schools in China

Teachers and teaching, theory and practice, 2018-05, Vol.24 (4), p.431-449

2018

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School Leadership and Change in East Asia: Building Capacity for Education Reform

Peabody journal of education, 2012-04, Vol.87 (2), p.157-161

2012

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Leadership Practice in the Context of U.S. School Choice Reform

Leadership and policy in schools, 2012-10, Vol.11 (4), p.452-476

2012

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The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

Journal of educational administration, 2015-04, Vol.53 (2), p.177-196

2015

Volltextzugriff (PDF)

Assessing learning-centered leadership: Connections to research, professional standards, and current practices

Leadership and policy in schools, 2009-01, Vol.8 (1), p.1-36

2009

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Understanding the Chinese Superintendency in the Context of Quality-Oriented Education

Comparative education review, 2012-05, Vol.56 (2), p.270-299

2012

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Setting Proficiency Standards for School Leadership Assessment: An Examination of Cut Score Decision Making

Educational administration quarterly, 2013-02, Vol.49 (1), p.124-160

2013

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Inclusion and social justice in neoliberal India: examining the world's largest public-funded programme for private education

Assessing the impact of collaborative inquiry on teacher performance and effectiveness

Exercising instructional leadership with organisational management: a qualitative and comparative study of Chinese principalship

Teaching without boundaries: interviews exploring the adaptation of collaborative inquiry to the American context

The cross-cultural validity of the Learning-Centered Leadership framework and its assessment instrument for principals

School Leadership in International Schools: Perspectives and Practices

The Evaluation of Principals: What and How Do States and Urban Districts Assess Leadership?

Learning from the masters: Shanghai’s teacher-expertise infusion system

Defining School Effectiveness in the Reform for Quality-Oriented Education

From Shanghai to Tennessee: Developing instructional leadership through Teacher Peer Excellence Groups

From Shanghai to Tennessee

What Students Value Most: A Qualitative Examination of Learner Experiences in a Fully Online Degree Program

The Convergent and Divergent Validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED): Instructional Leadership and Emotional Intelligence

Expert Teams in Instructional Leadership Practices Based on Collaboration and Their Transference to Local Teaching Improvement Networks

Principal Professional Development in China: Challenges, Opportunities, and Strategies

Teacher peer excellence groups (TPEGs)

Instructional Conditions in Charter Schools and Students’ Mathematics Achievement Gains

Teacher Peer Excellence Groups (TPEGs): Building Communities of Practice for Instructional Improvement

The Construct of Teachers' Pay Satisfaction: A Case Study of Primary and Secondary Schools in China

School Leadership and Change in East Asia: Building Capacity for Education Reform

Leadership Practice in the Context of U.S. School Choice Reform

The convergent and divergent validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED)

Assessing learning-centered leadership: Connections to research, professional standards, and current practices

Understanding the Chinese Superintendency in the Context of Quality-Oriented Education

Setting Proficiency Standards for School Leadership Assessment: An Examination of Cut Score Decision Making

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