Archer, M.S. (2003) ‘Introduction: How does structure influence agency?’, in Structure, Agency, and the Internal Conversation. Cambridge: Cambridge University Press. Available at: https://uoelibrary.idm.oclc.org/login?url=http://www.cambridge.org/core/books/structure-agency-and-the-internal-conversation/introduction-how-does-structure-influence-agency/AFC32FAD4EFD813C844E15B07339B5B4.
Bacon, E. (2014) ‘Neo-Collegiality: restoring academic engagement in the managerial university’. Available at: https://core.ac.uk/download/pdf/141222061.pdf.
Bass, B.M. (1999) ‘Two Decades of Research and Development in Transformational Leadership’, European Journal of Work & Organizational Psychology, 8(1), pp. 9–32. Available at: https://doi.org/10.1080/135943299398410.
Beauchamp, C. and Thomas, L. (2009) ‘Understanding teacher identity: an overview of issues in the literature and implications for teacher education’, Cambridge Journal of Education, 39(2), pp. 175–189. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/03057640902902252.
Bell, V. (1999) ‘Performativity and Belonging: An Introduction’, Theory, Culture & Society, 16(2), pp. 1–10. Available at: https://doi.org/10.1177%2F02632769922050511.
Biesta, G., Priestley, M. and Robinson, S. (2016) Teacher Agency: An Ecological Approach. London: Bloomsbury Academic. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991003816719707446&context=L&vid=44UOEX_INST:default.
Biesta, G.J.J., Priestley, M. and Robinson, S. (2015) ‘The Role of Beliefs in Teacher Agency’, Teachers and Teaching: Theory and Practice, 21(6), pp. 624–640. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1064916&site=eds-live&scope=site.
Brandist, C. (2016) ‘“The risks of Soviet-style managerialism in UK universities” [in] Times Higher Education Supplement’. Available at: https://www.timeshighereducation.com/comment/the-risks-of-soviet-style-managerialism-in-united-kingdom-universities.
Burke, P.J. (2000) ‘The Past, Present, and Future of an Identity Theory’, Social Psychology Quarterly, 63(4). Available at: https://www.jstor.org/stable/2695840.
Bush, T. (2010) Theories of educational leadership and management. 4th ed. London: SAGE. Available at: https://contentstore.cla.co.uk/secure/link?id=1bb6a4f5-2513-e911-80cd-005056af4099.
Bush, T. and Glover, D. (2014) ‘School Leadership Models: What Do We Know?’, School Leadership & Management, pp. 553–571. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1051451&site=eds-live&scope=site.
Butler, J. (2006) Gender trouble: feminism and the subversion of identity. 2nd ed. New York: Routledge. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991015423999707446&context=L&vid=44UOEX_INST:default.
Cañas, A.J. and Novak, J.D. (2009) What is a Concept Map? Available at: http://cmap.ihmc.us/docs/conceptmap.php.
Carney, D.R., Cuddy, A.J.C. and Yap, A. (2015) ‘Review and Summary of Research on the Embodied Effects of Expansive (vs. Contractive) Nonverbal Displays’, Psychological Science, 26(5), pp. 0956–7976. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sph&AN=102576142&site=eds-live&scope=site.
Carney, D.R., Cuddy, A.J.C. and Yap, A.J. (2010) ‘Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance’, Psychological Science, 21(10), pp. 1363–1368. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.41062490&site=eds-live&scope=site.
Courtney, S.J. (2015) ‘Corporatised Leadership in English Schools’, Journal of Educational Administration and History, 47(3), pp. 214–231. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1063005&site=eds-live&scope=site.
Crow, G., Day, C. and Møller, J. (2017) ‘Framing Research on School Principals’ Identities’, International Journal of Leadership in Education, pp. 265–277. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1136385&site=eds-live&scope=site.
Cuddy, A.J.C. et al. (2015) ‘Preparatory Power Posing Affects Nonverbal Presence and Job Interview Performance’, Journal of Applied Psychology, 100(4). Available at: https://doi.org/10.1037/a0038543.
Cuddy, A.J.C., Schultz, S.J. and Fosse, N.E. (2018) ‘P-Curving a More Comprehensive Body of Research on Postural Feedback Reveals Clear Evidential Value for Power-Posing Effects: Reply to Simmons and Simonsohn (2017)’, Psychological Science, 29(4), pp. 0956–7976. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sph&AN=129133561&site=eds-live&scope=site.
Dimmock, C. (1999) ‘Principals and school restructuring: conceptualising challenges as dilemmas’, Journal of Educational Administration, 37(5), pp. 441–462. Available at: https://doi.org/10.1108/09578239910288414.
Eacott, S. (2011) ‘Preparing “Educational” Leaders in Managerialist Times: An Australian Story’, Journal of Educational Administration and History, 43(1), pp. 43–59. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ937337&site=eds-live&scope=site.
Emirbayer, M. and Mische, A. (1998) ‘What Is Agency?’, American Journal of Sociology, 103(4), pp. 962–1023. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.10.1086.231294&site=eds-live&scope=site.
Fine, C. (2010) Delusions of gender: the real science behind sex differences. Icon Books. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991000896889707446&context=L&vid=44UOEX_INST:default.
Fitzgerald, T. (2010) ‘Spaces In-Between: Indigenous Women Leaders Speak Back to Dominant Discourses and Practices in Educational Leadership’, International Journal of Leadership in Education, pp. 93–105. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ880728&site=eds-live&scope=site.
Fuller, K. (2015a) Gender, identity and educational leadership. London: Bloomsbury. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991006458019707446&context=L&vid=44UOEX_INST:default.
Fuller, K. (2015b) Gender, identity and educational leadership. London: Bloomsbury. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991006458019707446&context=L&vid=44UOEX_INST:default.
Fuller, K. (2017) ‘Women secondary head teachers in England’, Management in Education, 31(2), pp. 54–68. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1177%2F0892020617696625.
Garrison, K.E., Tang, D. and Schmeichel, B.J. (2016) ‘Embodying Power: A Preregistered Replication and Extension of the Power Pose Effect’, Social Psychological and Personality Science, 7(7). Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000382705900002&site=eds-live&scope=site.
Gewirtz, S. and Ball, S. (2000) ‘From “Welfarism” to “New Managerialism”: Shifting discourses of school headship in the education marketplace’, Discourse: Studies in the Cultural Politics of Education, 21(3), pp. 253–268. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/713661162.
Giddens, A. (2003) ‘Chapter 5: Theorising agency and structure’, in A Beginner’s Guide to Social Theory. London: SAGE. Available at: http://sk.sagepub.com/books/a-beginners-guide-to-social-theory/n6.xml.
Gillies, D. (2013a) Educational leadership and Michel Foucault. Milton Park, Abingdon, Oxon: Routledge. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008407279707446&context=L&vid=44UOEX_INST:default.
Gillies, D. (2013b) Educational leadership and Michel Foucault. Milton Park, Abingdon, Oxon: Routledge. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008407279707446&context=L&vid=44UOEX_INST:default.
Grenfell (ed.), M. (2012) Pierre Bourdieu: Key Concepts. Second edition. Durham: Acumen. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007966969707446&context=L&vid=44UOEX_INST:default.
Grenfell, M. and James, D. (1998) Bourdieu and education: acts of practical theory. London: Falmer Press. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991004788359707446&context=L&vid=44UOEX_INST:default.
Gronn, P. (1999) The making of educational leaders. London: Cassell. Available at: http://encore.exeter.ac.uk/iii/encore/record/C__Rb3465445?lang=eng.
Gronn, P. (2002) ‘Distributed leadership as a unit of analysis’, Leadership Quarterly, 13(4). Available at: https://doi.org/10.1016/S1048-9843(02)00120-0.
Gruwell, E. (1999) The Freedom Writers diary: how a teacher and 150 teens used writing to change themselves and the world around them. 1st ed. New York: Doubleday. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008535389707446&context=L&vid=44UOEX_INST:default.
Gunter, H. (2004) ‘Labels and Labelling in the Field of Educational Leadership’, Discourse: Studies in the Cultural Politics of Education, 25(1), pp. 21–41. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/0159630042000178464.
Hall, D., Gunter, H.M. and Bragg, J. (2011) ‘The Discursive Performance of Leadership in Schools’, Management in Education, pp. 32–36. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ913180&site=eds-live&scope=site.
Hall, D.J. (2013) ‘The strange case of the emergence of distributed leadership in schools in England’, Educational Review, 65(4), pp. 467–487. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/00131911.2012.718257.
Haslam, S.A., Reicher, S. and Platow, M. (2011) The new psychology of leadership: identity, influence, and power. Hove: Psychology Press. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991004786739707446&context=L&vid=44UOEX_INST:default.
Hatcher, R. (2005) ‘The Distribution of Leadership and Power in Schools’, British Journal of Sociology of Education, 26(2), pp. 2005–267. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.30036061&site=eds-live&scope=site.
Hoyle, E. and Wallace, M. (2005) Educational leadership: ambiguity, professionals and managerialism. London: SAGE. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991004868229707446&context=L&vid=44UOEX_INST:default.
Institute of Education (no date) ASPIRES 2. Available at: https://www.ucl.ac.uk/ioe/departments-and-centres/departments/education-practice-and-society/aspires-2.
Jepburn, H. (2018) ‘Ditch the idea of hero headteachers’, Tes [Preprint]. Available at: https://www.tes.com/news/ditch-idea-hero-headteachers.
Johansson, O. and Day, C. (2009) ‘Building and sustaining successful principalship in England: the importance of trust’, Journal of Educational Administration, 47(6), pp. 719–730. Available at: https://doi.org/10.1108/09578230910993104.
Johansson, O. and Drysdale, L. (2009) ‘An Australian model of successful school leadership : Moving from success to sustainability’, Journal of Educational Administration, 47(6), pp. 697–708. Available at: https://doi.org/10.1108/09578230910993087.
Ladkin, D. and Taylor, S.S. (2010) ‘Enacting the “true self”: Towards a theory of embodied authentic leadership’, The Leadership Quarterly, 21(1), pp. 64–74. Available at: https://doi.org/10.1016/j.leaqua.2009.10.005.
Lightfoot, S.L. (1983a) The Good High School: Portraits of Character and Culture. New York: Basic Books. Available at: https://contentstore.cla.co.uk/secure/link?id=14b8e740-72e6-e811-80cd-005056af4099.
Lightfoot, S.L. (1983b) The Good High School: Portraits of Character and Culture. New York: Basic Books. Available at: https://contentstore.cla.co.uk/secure/link?id=c1431332-71e6-e811-80cd-005056af4099.
Lightfoot, S.L. (1983c) The good high school: portraits of character and culture. New York: Basic Books. Available at: https://contentstore.cla.co.uk/secure/link?id=7743f771-70e6-e811-80cd-005056af4099.
Lingard, B. et al. (2004) ‘Productive leaders and productive leadership : Schools as learning organisations’, Journal of Educational Administration, 42(5), pp. 520–538. Available at: https://doi.org/10.1108/09578230410554043.
Lingard, P. and Christie, P. (2003) ‘Leading theory: Bourdieu and the field of educational leadership. An introduction and overview to this special issue’, International Journal of Leadership in Education, 6(4), pp. 317–333. Available at: https://doi.org/10.1080/1360312032000150724.
MacBeath, J. (2006) ‘A Story of Change: Growing Leadership for Learning’, Journal of Educational Change, 7(1–2), pp. 33–46. Available at: https://uoelibrary.idm.oclc.org/login?url=http://link.springer.com/article/10.1007/s10833-006-0011-6.
MacNeill, N., Silcox, S. and Boyd, R. (2018) ‘Transformational and Transactional Leadership: a false dichotomy of leadership in schools’, Education Today, 18(1), pp. 10–12. Available at: http://www.educationtoday.com.au/_images/articles/pdf/article-pdf-1433.pdf.
McKinlay, A. (2010) ‘Performativity and the politics of identity: Putting Butler to work’, Critical Perspectives on Accounting, 21(3), pp. 232–242. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1045235409001294&site=eds-live&scope=site.
Moreau, M., Osgood, J. and Halsall, A. (2007) ‘Making sense of the glass ceiling in schools: an exploration of women teachers’ discourses’, Gender and Education, 19(2), pp. 237–253. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/09540250601166092.
OECD (2018) Education for a bright future in Greece. Paris: OECD. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008423819707446&context=L&vid=44UOEX_INST:default.
Peterson, H. (2016) ‘Is Managing Academics “Women’s Work”? Exploring the Glass Cliff in Higher Education Management’, Educational Management Administration & Leadership, pp. 112–127. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1086446&site=eds-live&scope=site.
Priestley, M. et al. (2012) ‘Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre’, Curriculum Inquiry, 42(2), pp. 191–214. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ959842&site=eds-live&scope=site.
Rottmann, C. (2006) ‘Queering Educational Leadership from the inside out’, International Journal of Leadership in Education, pp. 1–20. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ830183&site=eds-live&scope=site.
Shutts, K. et al. (2017) ‘Early preschool environments and gender: Effects of gender pedagogy in Sweden’, Journal of Experimental Child Psychology [Preprint]. Available at: https://doi.org/10.1016/j.jecp.2017.04.014.
Simkins, T. (2000) ‘Education reform and managerialism: comparing the experience of schools and colleges’, Journal of Education Policy, 15(3), pp. 317–332. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/02680930050030455.
Simmons, J.P. and Simonsohn, U. (2017) ‘Power Posing: P-Curving the Evidence’, Psychological Science, 28(5), pp. 0956–7976. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sph&AN=123004879&site=eds-live&scope=site.
Smith, A.E. (2015) ‘On the Edge of the Glass Cliff: Women in Leadership in Public Organizations’, Public Administration Quarterly, 39(3), pp. 484–517. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.24773425&site=eds-live&scope=site.
Smith, P. and Bell, L. (2011) ‘Transactional and Transformational Leadership in Schools in Challenging Circumstances: A Policy Paradox’, Management in Education, pp. 58–61. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ923788&site=eds-live&scope=site.
Spicer, A. (2018) ‘No bosses, no managers: the truth behind the “flat hierarchy” facade’, The Guardian [Preprint]. Available at: https://www.theguardian.com/commentisfree/2018/jul/30/no-bosses-managers-flat-hierachy-workplace-tech-hollywood.
Spillane, J.P., Halverson, R. and Diamond, J.B. (2001) ‘Investigating School Leadership Practice: A Distributed Perspective’, Educational Researcher, pp. 23–28. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ624230&site=eds-live&scope=site.
Stets, J.E. and Serpe, R.T. (eds) (2016) New directions in identity theory and research. New York, NY: Oxford University Press. Available at: https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991002795019707446&context=L&vid=44UOEX_INST:default.
Tams, C. (2018) Bye-Bye, Heroic Leadership. Here Comes Shared Leadership. Available at: https://www.forbes.com/sites/carstentams/2018/03/09/bye-bye-heroic-leadership-here-comes-shared-leadership/#3868f1f52c67.
Teelken, C. (2012) ‘Compliance or pragmatism: how do academics deal with managerialism in higher education? A comparative study in three countries’, Studies in Higher Education, 37(3), pp. 271–290. Available at: https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/03075079.2010.511171.
‘Time Higher Education Supplement’ (9AD). Available at: https://digital.timeshighereducation.com/THE090818-JD9S2/html5/index.html.
Wagenmakers, E.-J. et al. (2017) ‘A Bayesian model-averaged meta-analysis of the power pose effect with informed and default priors: the case of felt power’, Comprehensive Results in Social Psychology, 2(1), pp. 123–138. Available at: https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=ejs42644452&site=eds-live&scope=site.