Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- Vol 6 PE: App E
teacher leadershipprofessional collaborationpedagogical developmentteacher agencyinstructional improvementschool capacityBook Evidence summaryAt a glance
Harris and Muijs argue that teachers’ leadership beyond their own classrooms is an important capacity for school improvement. Drawing on research and school examples, they describe teacher leaders as influencing colleagues, leading pedagogical development, coordinating improvement work, coaching or mentoring, and contributing to collective decisions without necessarily holding senior posts.
Key ideas
The book connects leadership with professional collaboration, development, and improved teaching and learning rather than treating it simply as delegated administration. It examines roles, responsibilities, organisational conditions, professional learning, and ways schools can foster participation. Support from principals, time, trust, recognition, clear purposes, and cultures that value teachers’ expertise enable teacher leadership; hierarchy, isolation, role ambiguity, and overloaded volunteers can constrain it. The authors do not suggest that appointing more formal post-holders automatically raises achievement.
Why it matters
Their central proposition is that schools improve when they deliberately develop teachers’ agency and expertise, distribute meaningful influence, connect leadership activity to classroom learning, and create structures through which colleagues can learn and act together.
View or buy the cited work >>Read a similar article free online >>
-
- Vol 6 RE: Chapter 5
collaborative expertisecollective efficacyteacher assessmentprofessional collaborationinstructional impactevidence-informed practicestudent progressReport Evidence summaryAt a glance
Hattie’s policy report argues that education systems should shift attention from structural fixes toward collaborative professional expertise focused on the impact of teaching.
Key ideas
It proposes eight connected tasks: agree on what a year’s progress means, expect every student to make that progress, develop dependable assessment and evaluation tools, understand instructional impact, ensure teachers have expertise in diagnosis and intervention, stop practices unsupported by evidence, strengthen collaboration, and communicate the profession’s collective responsibility. Variation among teachers and schools is treated as a source of information for improvement, not merely a basis for ranking. Leaders should create conditions in which educators jointly examine student work, moderate judgements, discuss evidence, learn from high-impact practice, and intervene when progress is insufficient. The report is an advocacy and synthesis document rather than a new systematic review, so its proposals depend on the quality and interpretation of the underlying evidence.
Why it matters
Its central idea is collective efficacy: professional autonomy should be accompanied by shared standards, transparent evidence, and collaborative responsibility for every learner’s growth.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway