Archer, M. S. (2003). Introduction: How does structure influence agency? In Structure, Agency, and the Internal Conversation. Cambridge University Press. 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. 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), 9–32. https://doi.org/10.1080/135943299398410
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. 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), 1–10. https://doi.org/10.1177%2F02632769922050511
Biesta, G. J. J., Priestley, M., & Robinson, S. (2015). The Role of Beliefs in Teacher Agency. Teachers and Teaching: Theory and Practice, 21(6), 624–640. https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1064916&site=eds-live&scope=site
Biesta, G., Priestley, M., & Robinson, S. (2016). Teacher Agency: An Ecological Approach. Bloomsbury Academic. https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991003816719707446&context=L&vid=44UOEX_INST:default
Brandist, C. (2016). ‘The risks of Soviet-style managerialism in UK universities’ [in] Times Higher Education Supplement. 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). https://www.jstor.org/stable/2695840
Bush, T. (2010). Theories of educational leadership and management (4th ed). SAGE. https://contentstore.cla.co.uk/secure/link?id=1bb6a4f5-2513-e911-80cd-005056af4099
Bush, T., & Glover, D. (2014). School Leadership Models: What Do We Know? School Leadership & Management, 553–571. 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). Routledge. https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991015423999707446&context=L&vid=44UOEX_INST:default
Cañas, A. J., & Novak, J. D. (2009). What is a Concept Map? http://cmap.ihmc.us/docs/conceptmap.php
Carney, D. R., Cuddy, A. J. C., & Yap, A. (2015). Review and Summary of Research on the Embodied Effects of Expansive (vs. Contractive) Nonverbal Displays. Psychological Science, 26(5), 0956–7976. 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., & Yap, A. J. (2010). Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance. Psychological Science, 21(10), 1363–1368. 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), 214–231. 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., & Møller, J. (2017). Framing Research on School Principals’ Identities. International Journal of Leadership in Education, 265–277. 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., Schultz, S. J., & 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), 0956–7976. https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sph&AN=129133561&site=eds-live&scope=site
Cuddy, A. J. C., Wilmuth, C. A., Yap, A. J., & Carney, D. R. (2015). Preparatory Power Posing Affects Nonverbal Presence and Job Interview Performance. Journal of Applied Psychology, 100(4). https://doi.org/10.1037/a0038543
Dimmock, C. (1999). Principals and school restructuring: conceptualising challenges as dilemmas. Journal of Educational Administration, 37(5), 441–462. 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), 43–59. 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., & Mische, A. (1998). What Is Agency? American Journal of Sociology, 103(4), 962–1023. 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. 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, 93–105. 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. Bloomsbury. https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991006458019707446&context=L&vid=44UOEX_INST:default
Fuller, K. (2015b). Gender, identity and educational leadership. Bloomsbury. 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), 54–68. https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1177%2F0892020617696625
Garrison, K. E., Tang, D., & Schmeichel, B. J. (2016). Embodying Power: A Preregistered Replication and Extension of the Power Pose Effect. Social Psychological and Personality Science, 7(7). 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., & 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), 253–268. 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. SAGE. http://sk.sagepub.com/books/a-beginners-guide-to-social-theory/n6.xml
Gillies, D. (2013a). Educational leadership and Michel Foucault. Routledge. https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991008407279707446&context=L&vid=44UOEX_INST:default
Gillies, D. (2013b). Educational leadership and Michel Foucault. Routledge. 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). Acumen. https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991007966969707446&context=L&vid=44UOEX_INST:default
Grenfell, M., & James, D. (1998). Bourdieu and education: acts of practical theory. Falmer Press. https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991004788359707446&context=L&vid=44UOEX_INST:default
Gronn, P. (1999). The making of educational leaders. Cassell. 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). 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). Doubleday. 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), 21–41. https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/0159630042000178464
Hall, D., Gunter, H. M., & Bragg, J. (2011). The Discursive Performance of Leadership in Schools. Management in Education, 32–36. 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), 467–487. https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/00131911.2012.718257
Haslam, S. A., Reicher, S., & Platow, M. (2011). The new psychology of leadership: identity, influence, and power. Psychology Press. 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), 2005–2267. 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., & Wallace, M. (2005). Educational leadership: ambiguity, professionals and managerialism. SAGE. https://exeter.primo.exlibrisgroup.com/discovery/fulldisplay?docid=alma991004868229707446&context=L&vid=44UOEX_INST:default
Institute of Education. (n.d.). ASPIRES 2. 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. https://www.tes.com/news/ditch-idea-hero-headteachers
Johansson, O., & Day, C. (2009). Building and sustaining successful principalship in England: the importance of trust. Journal of Educational Administration, 47(6), 719–730. https://doi.org/10.1108/09578230910993104
Johansson, O., & Drysdale, L. (2009). An Australian model of successful school leadership : Moving from success to sustainability. Journal of Educational Administration, 47(6), 697–708. https://doi.org/10.1108/09578230910993087
Ladkin, D., & Taylor, S. S. (2010). Enacting the ‘true self’: Towards a theory of embodied authentic leadership. The Leadership Quarterly, 21(1), 64–74. https://doi.org/10.1016/j.leaqua.2009.10.005
Lightfoot, S. L. (1983a). The Good High School: Portraits of Character and Culture. Basic Books. 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. Basic Books. 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. Basic Books. https://contentstore.cla.co.uk/secure/link?id=7743f771-70e6-e811-80cd-005056af4099
Lingard, B., Hayes, D., Christie, P., & Mills, M. (2004). Productive leaders and productive leadership : Schools as learning organisations. Journal of Educational Administration, 42(5), 520–538. https://doi.org/10.1108/09578230410554043
Lingard, P., & 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), 317–333. https://doi.org/10.1080/1360312032000150724
MacBeath, J. (2006). A Story of Change: Growing Leadership for Learning. Journal of Educational Change, 7(1–2), 33–46. https://uoelibrary.idm.oclc.org/login?url=http://link.springer.com/article/10.1007/s10833-006-0011-6
MacNeill, N., Silcox, S., & Boyd, R. (2018). Transformational and Transactional Leadership: a false dichotomy of leadership in schools. Education Today, 18(1), 10–12. 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), 232–242. 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., & Halsall, A. (2007). Making sense of the glass ceiling in schools: an exploration of women teachers’ discourses. Gender and Education, 19(2), 237–253. https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/09540250601166092
OECD. (2018). Education for a bright future in Greece. OECD. 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, 112–127. 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., Edwards, R., Priestley, A., & Miller, K. (2012). Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre. Curriculum Inquiry, 42(2), 191–214. 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, 1–20. 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., Kenward, B., Falk, H., Evegran, A., & Fawcett, C. (2017). Early preschool environments and gender: Effects of gender pedagogy in Sweden. Journal of Experimental Child Psychology. 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), 317–332. https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/02680930050030455
Simmons, J. P., & Simonsohn, U. (2017). Power Posing: P-Curving the Evidence. Psychological Science, 28(5), 0956–7976. 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), 484–517. 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., & Bell, L. (2011). Transactional and Transformational Leadership in Schools in Challenging Circumstances: A Policy Paradox. Management in Education, 58–61. 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. https://www.theguardian.com/commentisfree/2018/jul/30/no-bosses-managers-flat-hierachy-workplace-tech-hollywood
Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating School Leadership Practice: A Distributed Perspective. Educational Researcher, 23–28. 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., & Serpe, R. T. (Eds.). (2016). New directions in identity theory and research. Oxford University Press. 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. 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), 271–290. https://uoelibrary.idm.oclc.org/login?url=http://doi.org/10.1080/03075079.2010.511171
Time Higher Education Supplement. (9 C.E.). https://digital.timeshighereducation.com/THE090818-JD9S2/html5/index.html
Wagenmakers, E.-J., Gronau, Q. F., Van Erp, S., Heck, D. W., Cesario, J., & Jonas, K. J. (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), 123–138. https://uoelibrary.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edo&AN=ejs42644452&site=eds-live&scope=site
