This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Azorín, C., Harris, A., & Jones, M. (2020). Taking a distributed perspective on leading professional learning networks. School Leadership & Management, 40(2–3), 111–127. https://doi.org/DOI: 10.1080/13632434.2019.1647418AzorínC.HarrisA.JonesM.2020Taking a distributed perspective on leading professional learning networks402–3111127https://doi.org/10.1080/13632434.2019.1647418Open DOISearch in Google Scholar
Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M. (2005). Creating and sustaining effective professional learning communities. Bristol: University of Bristol.BolamR.McMahonA.StollL.ThomasS.WallaceM.GreenwoodA.HawkeyK.IngramM.AtkinsonA.SmithM.2005BristolUniversity of BristolSearch in Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaBraunV.ClarkeV.2006Using thematic analysis in psychology3277101https://doi.org/10.1191/1478088706qp063oaSearch in Google Scholar
Clarkin-Phillips, J. (2009). Distributed leadership: Utilising everyone’s strengths. Early Childhood Folio, 13, 22–27. https://doi.org/10.18296/ecf.0180Clarkin-PhillipsJ.2009Distributed leadership: Utilising everyone’s strengths132227https://doi.org/10.18296/ecf.0180Search in Google Scholar
Clarkin-Phillips, J. (2011). Distributed leadership: Growing strong communities of practice in early childhood centres. Journal of Educational Leadership, Policy and Practice, 26(2), 14.Clarkin-PhillipsJ.2011Distributed leadership: Growing strong communities of practice in early childhood centres26214Search in Google Scholar
Cooper, M. (2018). Shifting the lens: Everyday collective leadership activity in education [Doctoral thesis, University of Auckland]. Auckland.CooperM.2018Doctoral thesis,University of AucklandAucklandSearch in Google Scholar
Cooper, M. (2020). Teachers grappling with a teacher-leader identity: complexities and tensions in early childhood education. International Journal of Leadership in Education, 1–21. https://doi.org/10.1080/13603124.2020.1744733CooperM.2020Teachers grappling with a teacher-leader identity: complexities and tensions in early childhood education121https://doi.org/10.1080/13603124.2020.1744733Search in Google Scholar
Denee, R. (2017). Distributed leadership for professional learning: Effective leadership practices in early childhood education [Master’s thesis, Victoria University of Wellington]. Wellington, New Zealand.DeneeR.2017Master’s thesis,Victoria University of WellingtonWellington, New ZealandSearch in Google Scholar
Denee, R. (2022). Visual arts in ECE: Strengthening intentional teaching through a network professional learning community [Doctoral thesis, Te Herenga Waka-Victoria University of Wellington]. Wellington.DeneeR.2022Doctoral thesis,Te Herenga Waka-Victoria University of WellingtonWellingtonSearch in Google Scholar
Denee, R., & Thornton, K. (2017). Effective leadership practices leading to distributed leadership. Journal of Educational Leadership, Policy and Practice, 32(2), 33. https://doi.org/10.21307/jelpp-2017-0016DeneeR.ThorntonK.2017Effective leadership practices leading to distributed leadership32233https://doi.org/10.21307/jelpp-2017-0016Search in Google Scholar
Denee, R., & Thornton, K. (2021). Distributed leadership in ECE: perceptions and practices. Early Years, 1–16. https://doi.org/10.1080/09575146.2018.1539702DeneeR.ThorntonK.2021Distributed leadership in ECE: perceptions and practices116https://doi.org/10.1080/09575146.2018.1539702Search in Google Scholar
DuFour, R., & Eaker, R. (2009). Professional learning communities at work: Best practices for enhancing students achievement. Solution Tree Press.DuFourR.EakerR.2009Solution Tree PressSearch in Google Scholar
Edwards-Groves, C., & Grootenboer, P. (2021). Conceptualising five dimensions of relational trust: implications for middle leadership. School Leadership & Management, 1–24. https://doi.org/10.1080/13632434.2021.1915761Edwards-GrovesC.GrootenboerP.2021Conceptualising five dimensions of relational trust: implications for middle leadership124https://doi.org/10.1080/13632434.2021.1915761Search in Google Scholar
Fullan, M. (2004). Systems thinkers in action: Moving beyond the standards plateau: Teachers transforming teaching. Department for Education and Skills.FullanM.2004Department for Education and SkillsSearch in Google Scholar
Halttunen, L., Waniganayake, M., & Heikka, J. (2019). Teacher leadership repertoires in the context of early childhood education team meetings in Finland. Journal of early childhood education research, 8(1).HalttunenL.WaniganayakeM.HeikkaJ.2019Teacher leadership repertoires in the context of early childhood education team meetings in Finland81Search in Google Scholar
Healy, C. (2012). Overlapping realities: Exploring how the culture and management of an early childhood education centre provides teachers with opportunities for professional dialogue [Master’s thesis, Victoria University of Wellington]. Wellington.HealyC.2012Master’s thesis,Victoria University of WellingtonWellingtonSearch in Google Scholar
Heikka, J., & Waniganayake, M. (2011). Pedagogical leadership from a distributed perspective within the context of early childhood education. International Journal of Leadership in Education, 14(4), 499–512. https://doi.org/10.1080/13603124.2011.577909HeikkaJ.WaniganayakeM.2011Pedagogical leadership from a distributed perspective within the context of early childhood education144499512https://doi.org/10.1080/13603124.2011.577909Search in Google Scholar
Hipp, K. (2004). Teacher leadership: Illustrating practices reflective of schools engaged in purposeful efforts to create and sustain learning communities. Leading and Managing, 10(2), 54.HippK.2004Teacher leadership: Illustrating practices reflective of schools engaged in purposeful efforts to create and sustain learning communities10254Search in Google Scholar
Hord, S. (2009). Professional learning communities. Journal of Staff Development, 30(1), 40–43.HordS.2009Professional learning communities3014043Search in Google Scholar
Jackson, D., & Temperley, J. (2007). From professional learning community to networked learning community. In L. Stoll & K. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp. 45–62). Open University Press.JacksonD.TemperleyJ.2007From professional learning community to networked learning communityInStollL.LouisK.(Eds.),4562Open University PressSearch in Google Scholar
Marsh, S. (2015). A Model for Leadership That Improves Learning: New Insights for Schools and Scholars. Leadership and Policy in Schools, 14(1), 67–103. https://doi.org/10.1080/15700763.2014.983132MarshS.2015A Model for Leadership That Improves Learning: New Insights for Schools and Scholars14167103https://doi.org/10.1080/15700763.2014.983132Search in Google Scholar
Nolan, A., & Molla, T. (2016). Teacher professional learning in Early Childhood education: Insights from a mentoring program. Early Years, 1–13. https://doi.org/10.1080/09575146.2016.1259212NolanA.MollaT.2016Teacher professional learning in Early Childhood education: Insights from a mentoring program113https://doi.org/10.1080/09575146.2016.1259212Search in Google Scholar
Poekert, P. E. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169–188. https://doi.org/10.1080/19415257.2012.657824PoekertP. E.2012Teacher leadership and professional development: Examining links between two concepts central to school improvement382169188https://doi.org/10.1080/19415257.2012.657824Search in Google Scholar
Postholm, M. B. (2012). Teachers’ professional development: a theoretical review. Educational Research, 54(4), 405–429. https://doi.org/10.1080/00131881.2012.734725PostholmM. B.2012Teachers’ professional development: a theoretical review544405429https://doi.org/10.1080/00131881.2012.734725Search in Google Scholar
Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77–90. https://doi.org/10.1016/j.tate.2017.08.014PrengerR.PoortmanC. L.HandelzaltsA.2017Factors influencing teachers’ professional development in networked professional learning communities687790https://doi.org/10.1016/j.tate.2017.08.014Search in Google Scholar
Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. Handbook of qualitative research, 1, 118–137.SchwandtT. A.1994Constructivist, interpretivist approaches to human inquiry1118137Search in Google Scholar
Silverman, D. (2017). Doing qualitative research: A practical handbook (5th ed.). SAGE Publications Limited.SilvermanD.20175th ed.SAGE Publications LimitedSearch in Google Scholar
Spillane, J. P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34.SpillaneJ. P.HalversonR.DiamondJ. B.2004Towards a theory of leadership practice: A distributed perspective361334Search in Google Scholar
Stoll, L. (2011). Leading professional learning communities. In J. Roberston & H. Timperley (Eds.), Leadership and learning (pp. 103–117). Sage.StollL.2011Leading professional learning communitiesInRoberstonJ.TimperleyH.(Eds.),103117SageSearch in Google Scholar
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8StollL.BolamR.McMahonA.WallaceM.ThomasS.2006Professional learning communities: A review of the literature74221258https://doi.org/10.1007/s10833-006-0001-8Search in Google Scholar
Thornton, K., & Cherrington, S. (2014). Leadership in professional learning communities. Australasian Journal of Early Childhood, 39(3), 94. https://doi.org/10.1177/183693911403900312ThorntonK.CherringtonS.2014Leadership in professional learning communities39394https://doi.org/10.1177/183693911403900312Search in Google Scholar
Thornton, K., & Cherrington, S. (2019). Professional learning communities in early childhood education: a vehicle for professional growth. Professional Development in Education, 45(3), 418–432. https://doi.org/10.1080/19415257.2018.1529609ThorntonK.CherringtonS.2019Professional learning communities in early childhood education: a vehicle for professional growth453418432https://doi.org/10.1080/19415257.2018.1529609Search in Google Scholar
Thornton, K., & Wansbrough, D. (2012). Professional learning communities in early childhood education. Journal of Educational Leadership, Policy and Practice, 27(2), 51.ThorntonK.WansbroughD.2012Professional learning communities in early childhood education27251Search in Google Scholar
Timperley, H. (2011). Realizing the power of professional learning. McGraw-Hill Education.TimperleyH.2011McGraw-Hill EducationSearch in Google Scholar
Timperley, H. S. (2005). Distributed leadership: Developing theory from practice. Journal of curriculum studies, 37(4), 395–420.TimperleyH. S.2005Distributed leadership: Developing theory from practice374395420Search in Google Scholar
Tobin, K. (2018). Methodological bricolage. In S. M. Ritchie & K. Tobin (Eds.), Eventful learning: Learner emotions (Vol. 61, pp. 31–55). Koninklijke Brill NV. https://doi.org/10.1163/9789004377912_003TobinK.2018Methodological bricolageInRitchieS. M.TobinK.(Eds.),613155Koninklijke Brill NVhttps://doi.org/10.1163/9789004377912_003Search in Google Scholar
Yin, R. K. (2017). Case study research and applications: Design and methods. SAGE Publishing.YinR. K.2017SAGE PublishingSearch in Google Scholar