Aims Key Readings


Clarke, L (2016) Mapping teacher status and career-long professional learning: the Place Model. Discourse: Studies in the Cultural Politics of Education

Clarke, L (2016) Teacher Status and Professional Learning: The Place Model. Critical Publishing. Northwich. 80 pp ISBN 978-1910391464

Cober, R., Tan, E., Slotta, J., So, H.J. & Könings, K.D., (2015) Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science, 43(2), pp.203-228,

Donert K (2015), GeoCapabilities: empowering teachers as subject leaders, Higher Education Academy, pp1-30

D’Agostino, F. &  O’Brien, M. (2010) The University of Queensland, as part of the ALTC project report Closing the Gap in Curriculum Leadership Australian Learning and Teaching Council,

Englund, T. (2015) Towards a deliberative curriculum?. Nordic Journal of Studies in Educational Policy, 1(1),

Ingersoll, R.M. (2007) Teachers as Leaders: Short on Power, Long on Responsibility, Education Leadership, 65(1): 20-25,,-Long-on-Responsibility.aspx 

Kolderie, T. (2014) The Split Screen Strategy: Improvement + Innovation: How to Get Education Changing the Way Successful Systems Change. Beaver’s Pond Press, Edina, MN.

Spillane, J; Halverson, R; & Diamond, J. (2004) Towards a Theory of Leadership Practice: a distributed perspective. Journal of Curriculum Studies, 36(1) 3-34,

Uljens, M. (2015) Curriculum work as educational leadership-paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 1(1).

Voogt, J., Laferrière, T., Breuleux, A., Itow, R.C., Hickey, D.T. & McKenney, S., (2015) Collaborative design as a form of professional development. Instructional science, 43(2), pp.259-282,

Warren, L.L. (2015) The Influence of Teacher Leaders in Education Policy Development, Journal of Education and Social Polic, 2(5) 17-20,


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