Book Review: Promoting Teacher Advocacy as Critical Teacher Leadership

Bagley S. S. (2016). Teacher leaders or teacher-leaders? An argument on behalf of hyphenated hybridity. Teachers College Record, 3, 25.

Bradley-Levine J. (2011). Using case study to examine teacher leader development. Journal of Ethnographic and Qualitative Research, 5(4), 246-257.

Bradley-Levine J. (2012). Developing critical consciousness through teacher leader preparation. Journal of School Leadership, 22(4), 751-770. https://doi.org/10.1177/105268461202200404

Bradley-Levine J. (2018). Advocacy as a practice of critical teacher leadership. International Journal of Teacher Leadership, 9(1), 47-62.

Bradley-Levine J. (2021). Promoting teacher advocacy as critical teacher leadership. Routledge.

Campbell T. Wenner J. A. Brandon L. Waszkelewicz M. (2022). A community of practice model as a theoretical perspective for teacher leadership. International Journal of Leadership in Education, 25(2), 173-196. https://doi.org/10.1080/13603124.2019.1643500

Ford M. K . (2021). ESOL teacher leadership: Examining the nexus of capital and culturally responsive practice [Unpublished doctoral dissertation]. University of Georgia.

Hinnant-Crawford B. N. (2020). Improvement science in education: A primer. Myers Education Press.

Howell W. G. Magazinnik A. (2017). Presidential prescriptions for state policy: Obama’s race to the top initiative. Journal of Policy Analysis and Management, 36(3), 502-531. https://doi.org/10.1002/pam.21986

Jacobs J. Beck B. Crowell L. (2014). Teacher leaders as equity-centered change agents: Exploring the conditions that influence navigating change to promote educational equity. Professional Development in Education, 40(4), 576-596. https://doi.org/10.1080/19415257.2014.896272

Johnson L. P. Sullivan H. (2020). Revealing the human and the writer: The promise of a humanizing writing pedagogy for Black students. Research in the Teaching of English, 54(4), 418-438. https://doi.org/10.58680/rte202030740

Katzenmeyer M. Moller G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.

Khalifa M. A. Gooden M. A. Davis J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311. https://doi.org/10.3102/0034654316630383

Levin B. B. Schrum L. (2016). Every teacher a leader: Developing the needed dispositions, knowledge, and skills for teacher leadership. Corwin Press.

Milner H. R. IV (2012). But what is urban education? Urban Education, 47(3), 556-561. https://doi.org/10.1177/0042085912447516

Roman T. Edwards B. Dias M. Brantley-Dias L. (2022). Building teacher communities through trauma-informed teaching practices: Teaching for social justice in STEM. In Baumgartner E. Kaplan-Rakowski R. Ferdig R. E. Hartshorne R. ,, & Mouza C. (Eds.), A retrospective of teaching, technology, and teacher education during the COVID-19 pandemic (pp. 261-268). Association for the Advancement of Computing in Education.

School shootings over time: Incidents, injuries, and deaths (2021, March 23). Education Week. Updated October 31, 2022. Retrieved January 10, 2023, from https://www.edweek.org/leadership/school-shootings-over-time-incidents-injuries-and-deaths.

Walker V. S. (2005). Organized resistance and Black educators’ quest for school equality, 1878–1938. Teachers College Record, 107(3), 355-388. https://doi.org/10.1111/j.1467-9620.2005.00480.x

Welsh R. O. Swain W. A. (2020). (Re)defining urban education: A conceptual review and empirical exploration of the definition of urban education. Educational Researcher, 49(2), 90-100. https://doi.org/10.3102/0013189X20902822

Wenner J. A. Campbell T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316653478

Whipp J. L. Geronime L. (2017). Experiences that predict early career teacher commitment to and retention in high-poverty urban schools. Urban Education, 52(7), 799-828. https://doi.org/10.1177/0042085915574531