Author(s)	Title and Abstract
Lee, M.	Researching social capital in education: Some conceptual considerations relating to the contribution of network analysis. British Journal of Sociology of Education, 31(6), 779-792. Abstract: The article raises three key conceptual issues that call for further elaboration of concepts of social capital: redefining potential resources as accessible but un-utilized sources of social capital; differentiating social capital itself from the process of social capital formation; and investigating both network orientation of resource-seekers and willingness of resource-givers. Keywords: social capital; potential resources; un-utilized resources; social capital formation; network analysis
Heck, R. H., & Hallinger, P.	Testing a longitudinal model of distributed leadership effects on school improvement. The Leadership Quarterly, 21(5), 867-885. Abstract: This paper tests a longitudinal, multilevel model of change in distributed leadership, school improvement capacity, and student performance over a four-year period. The results suggest that change in distributed leadership and organizational capacity for improvement make significant contributions to growth in student learning in reading and math. Keywords: Distributed leadership; School leadership; School improvement; Organizational change
Heck, R. H., & Hallinger, P.	Collaborative leadership effects on school improvement: Integrating unidirectional- and reciprocal-effects models. The Elementary School Journal, 111(2), 226-252. Abstract: This report focuses on understanding the contribution that collaborative leadership and school capacity for improvement make to growth in student learning in elementary school mathematics. We compare unidirectional and reciprocaleffects models focusing on change in leadership and learning in 195 elementary schools over a 4-year period. The results support the efficacy of a reciprocal-effects model that conceptualizes leadership within a changing, mutually reinforcing system of organizational relationships. Keywords: leadership; change; school improvement; leadership effects; leadership for learning
Ho, D.	Teacher participation in curriculum and pedagogical decisions: Insights into curriculum leadership. Educational Management Administration and Leadership, 38(5), 613-624. Abstract: The purpose of this article is to discuss the theoretical significance, difficulties and issues of greater teacher participation in curriculum and pedagogical decision making in local preschools. It begins by setting out the key concepts relating to teacher participation in the process of school decision making. Keywords: administration, decision making, early childhood education, leadership
Hallinger, P., & Lu, J.	Implementing problem-based learning in higher education in Asia: Challenges, strategies, and effects. Journal of Higher Education Policy and Management, 33(3), 267-285. Abstract: This paper explores the implementation of problem-based learning (PBL), one pedagogy of engagement in higher education in Asia. The research presents a longitudi- nal, mixed-methods case study of PBL implementation at a graduate school of business in Thailand. The data, collected over a seven-year period, suggest that implementation of a PBL track in the college’s management curriculum was successful when judged on a variety of academic staff and student indicators. Keywords: curriculum change; curriculum implementation; higher education; leadership; organisational change; problem-based learning
Lee, M., & Friedrich, T.	Continuously reaffirmed, subtly accommodated, obviously missing and fallaciously critiqued: Ideologies in UNESCO's lifelong learning policy. International Journal of Lifelong Education, 30(2), 151-169. Abstract: This paper exposes the authoritative and marginal ideological influences within UNESCO's lifelong learning policy during the period between the 1990s and the early 2000s. Specifically, this research's analysis reveals that while social democratic liberalism as a dominant ideology was continuously reaffirmed in UNESCO's lifelong learning policy texts during the period, neoliberal stances were also subtly accommodated and radical social democrats' ideas missing in its recent lifelong learning policy texts.
Hallinger, P.	Making education reform happen: Is there an 'Asian' way? School Leadership and Management, 30(5), 401-418. Abstract: This paper presents a descriptive analysis of education reform in selected Southeast Asian nations between 1995 and 2007. It reports the results of a purposive survey of elite informants comprising scholars and educational leaders involved in education reform in Thailand, Malaysia, Taiwan, Hong Kong and Singapore. Keywords: leadership; management; educational change; education reform; Asia
Hallinger, P., & Heck, R.	Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership and Management, 30(2), 95-110. Abstract: This paper reports findings drawn from a series of empirical analyses that assessed the effects of collaborative leadership on school improvement capacity and student learning in a large sample of US primary schools over a four-year period. Our findings support the prevailing view that collaborative school leadership can positively impact student learning in reading and math through building the school’s capacity for academic improvement. Keywords: leadership; change; school improvement; leadership effects; leadership for learning
Hallinger, P., & Heck, R.	Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration and Leadership, 38(6), 654-678. Abstract: This longitudinal study examines the effects of collaborative leadership on school improvement and student reading achievement in 192 elementary schools in one state in the USA over a four-year period. Using latent change analysis, the research found significant direct effects of collaborative leadership on change in the schools’ academic capacity and indirect effects on rates of growth in student reading achievement. Keywords: collaborative leadership, educational change school accountability, school improvement, student learning
Ho, D.	Leadership for school improvement: Exploring factors and practices in the process of curriculum change. Early Education and Development, 21(2), 263-284. Abstract: This article describes research into leadership practice for school improvement in Hong Kong preschools at a time when there was a move toward increased accountability. Two schools were selected for study, both of which were rated as excellent in the quality assurance inspections of the Education Bureau. Leadership practice for school improvement and related factors were investigated from the perspectives of various school stakeholders.
Kwan, P., & Walker, A.	Secondary school vice-principals: Commitment, challenge, efficacy and synchrony. British Educational Research Journal, 36(4), 531-548. Abstract: The study sought to investigate Hong Kong secondary school vice-principals’ job facets leading to overall job satisfaction, and to differentiate the satisfaction of vice-principals of different career orientations and gender groups. The findings indicated that there are four main facets of satisfaction, in rank order of influence on overall satisfaction, ‘professional commitment’, ‘level of personal challenge’, ‘sense of efficacy’ and ‘sense of synchrony’.
Walker, A., & Kwan, P.	Vice-principals’ perceptions of ideal and actual responsibility. Studia paedagogica, 15(2), 105-126. Abstract: This text presents some of the results of an empirical research aimed at career aspirations of the vice–principals of Hong Kong’s schools, considering their work duties and professional satisfaction. One of the objectives was to explore the manner in which the disparity between realistic work duties and the thoughts about ideal work contents can affect career aspirations. Keywords: career aspirations, vice-principals, Hong Kong, real and ideal work content
Madyun, N., & Lee, M.	Neighborhood ethnic density as an explanation for the academic achievement of ethnic minority youth placed in neighborhood disadvantage. Berkeley Review of Education, 1(1), 87-112. Abstract: The underachievement of ethnic minority youth from disadvantaged neighborhoods is a pervasive educational issue this nation is facing. Based on an ecological perspective, we examined the contextual effects of neighborhood ethnic density and neighborhood disadvantage on the academic achievement of Hmong immigrant youths. Keywords: Neighborhood Ethnic Density, Neighborhood Disadvantage, Hmong Immigrant Youth, Academic Achievement, Social Mobilization, HLM
Madyun, N., & Lee, M.	The influence of female-headed households on black achievement. Urban Education, 45(4), 424-447. Abstract: This study attempts to go beyond the individual-level factors that explain the underachievement of the Black male student and specifically focuses on the enormous growth of female-headed households. To this end, 2,849 middle school students in a large Midwestern school district in the United States were used. Keywords: Black male adolescents, female-headed households, social disorganization, achievement gap
Lu, J., Tjosvold, D., & Shi, K.	Team training in China: Testing and applying the theory of cooperation and competition. Journal of Applied Social Psychology, 40(1), 101-134. Abstract: Work teams based in a high-technology company in Beijing, China, participated in a training workshop and a 2-month follow of feedback and development. Structural equation analyses of data taken before and after the workshop support the hypotheses. In addition, results suggest that the training and follow-up activities developed cooperative goals and constructive controversy.
Wong, A., Tjosvold, D., & Lu, J.	Leadership values and learning in China: The mediating role of psychological safety. Asia Pacific Journal of Human Resources, 48(1), 86-107. Abstract: This study proposes that leader values of participation, people, and productivity can promote team learning and that psychological safety within teams is an important mediator between leader values and team learning. Leaders and members of 101 groups in Shanghai, China, participated in the study. Structural equation analysis indicated that psychological safety mediated the relationships between leader values and learning. learning. Keywords: leader values, learning, psychological safety
Thomas, K. T., & Walker, A.	The sharp end: Real life challenges in a complex activity space. Journal of Public Affairs, 10(3), 186-199. Abstract: Describing a complex activity space, this paper highlights how individual biases, group dynamics and countervailing forces shape behaviour, and their collective influence can often derail well-intentioned actions by creating irrational moments that spiral out of control.
Walker, A., & Riordan, G.	Leading collective capacity in culturally diverse schools. School Leadership and Management, 30(1), 51-63. Abstract: We discuss the ways leaders may nurture collective relationships within culturally diverse staff bodies. We organise our discussion around five key, interrelated issues. These are how leaders position themselves within the school's cultural milieu; how they structure work for collective capacity; understanding collective work; giving expression to cultural understandings, and avoiding stereotyping and essentialising.
Cheng, Y. C.	A topology of three-wave models of strategic leadership in education. International Studies in Educational Administration, 38(1), 35-54. Abstract: This paper aims to propose a typology of three-wave models for conceptualising and analysing the diversities in strategic leadership. Based on different models and their related paradigms in education and reforms, strategic leadership can be classified as internal strategic leadership, interface strategic leadership and future strategic leadership.
Quong, T., & Walker, A.	Seven principles of strategic leadership. International Studies in Educational Administration, 38(1), 22-34. Abstract: Prompted by a perception that many leaders may not invest sufficiently in strategic effort, we set out to examine what might give school leaders the confidence to take on more strategic leadership. Based on our work with school leaders over three years, we identified what effective and successful strategic leaders seem to do. We tried to capture this in terms of seven principles.
Cheung, A., Yuen, W. W., Yuen, Y. M., & Cheng, Y. C.	Promoting Hong Kong’s higher education to Asian markets: Market segmentations and strategies. International Journal of Educational Management, 24(5), 427-447. Abstract: The main purpose of the present study was threefold: 1) to analyze the current conditions of higher education services offered in the three target markets; 2) to conduct market segmentation analysis of these markets; and 3) to recommend the most appropriate market entry strategies for Hong Kong’s education service providers. Keywords: Hong Kong, Higher education, International marketing, Market segmentation
Hallinger, P.	Using faculty evaluation to improve teaching quality: A longitudinal case study of higher education in Southeast Asia. Educational Assessment, Evaluation and Accountability, 22(4), 253-274. Abstract: This paper presents a case study of implementation of a new system of faculty teaching evaluation at a graduate school of business in Thailand. The research employed a non-experimental, longitudinal case study design in the analysis of student course evaluation data gathered over a period of 21 terms during a seven-year period. Keywords: Faculty evaluation . Performance assessment . Performance and reward . Higher education . Organizational change
Hallinger, P., Lu, J., & Showanasai, P.	Learning to lead organizational change: Assessment of a problem-based simulation in Thailand. Educational Review, 62(4), 467-486. Abstract: This paper presents findings of a study that evaluated the instructional effectiveness of a problem-based learning module constructed around a computer simulation, Making Change Happen™. Keywords: organizational change; simulation; problem-based learning; management development
Ho, D., Campbell-Barr, V., & Leeson, C.	Quality improvement in early years settings in Hong Kong and England. International Journal of Early Years Education, 18(3), 243-258. Abstract: This paper aims to develop a framework for comparative studies by addressing the similarities and differences in quality improvement of both systems. Three key issues are discussed: relevance of the quality criteria for assessment, interpretations of the quality improvement mechanism and its use in guiding practice, and the influence of contextual factors in terms of stakeholders' views of the quality process. Keywords: early years education; quality improvement; Hong Kong; England
Leeson, C., Campbell-Barr, V., & Ho, D.	Exploring the interplay of leadership and quality improvement in early years settings in England and Hong Kong. Journal of Education for Teaching, 36(3), 333-335.
Madyun, N., & Lee, M.	Effects of religious involvement on parent–child communication regarding schooling: A study of black youth in the United States. The Journal of Negro Education, 79(3), 295-307. Abstract: This study set out to determine of there might be a promising connection between this emerging trend of religious involvement and parent-child communication regarding schooling.
Siu, O. L., Lu, J., et al.	Role resources and work-family enrichment: the role of work engagement. Journal of Vocational Behavior, 77(3), 470-480. Abstract: This article proposes a theoretical model of work-family enrichment and tests the mediating role of workengagement. The inclusion of workengagement extends prior research on work-family interface, and allows for examination of the effects of roleresources (job resources, family support) on work-family enrichment. A two-wave survey was conducted among a matched sample of 786 employees in China. The model was tested with structural equation modeling techniques.