Additional bibliography for study
Anderson, G. (1990). Toward a Critical Constructivist Approach to School Administration: Invisibility, Legitimation and the Study of Non-Events,” Educational Administration Quarterly 26(1), 38-59.
Apple, M. W. (1998). How the conservative restoration is justified: Leadership and subordination in educational policy. International Journal of Leadership in Education, 1(1), 3-17.
Apple, M. & Beane, J. (Eds.). Democratic Schools: Lessons from the Chalk Face. Buckingham: Open University Press.
Blackmore, J. (2002). Leadership for socially just schooling: More substance and less style in high risk, low-trust times? Journal of School Leadership, 12, 198-222.
Blumer, I., & Tatum, B. D. (1999). Creating a community of allies: How one school system attempted to create an anti-racist environment. International Journal of Leadership in Education, 2(3), 255-267.
Corson, D. (1996). Critical policy making: Emancipatory school-site leadership in multiethnic schools. Forum of Education, 52(2).
Corson, D. (2000). Emancipatory leadership. International Journal of Leadership in Education, 3(2), 93-120.
Foster, M. (1994). The role of community and culture in school reform efforts: Examining the views of African-American teachers. Educational Foundations, 8(2), 5-26.
Foster, W. (1989). Toward a critical practice of leadership. In J. Smyth (Ed.), Critical perspectives on educational leadership (pp. 39-62). London: Falmer Press.
Furman, G. & Gruenwald, D. (2004). Expanding the landscape of social justice: A critical ecological analysis. Educational Administration Quarterly40 (1), 47-76.
Gemmill, G., & Oakley, J. (1997). Leadership: An alienating social myth? In K. Grint (Ed.), Leadership: Classical, contemporary and critical approaches(pp. 272-288). Oxford: Oxford University Press.
Glickman, C. (1998). Educational leadership for democratic purpose: what do we mean? International Journal of Leadership in Education, 1(1), 47-53.
Goeppinger, A. (2002). The fallacies of our reality: A deconstructive look at community and leadership. International Journal of Leadership in Education, 5(1), 77-83.
Grogan, M. (2002). Influences of the discourse of globalisation on mentoring for gender equity and social justice in educational leadership. Leading & Managing, 8(2), 123-134.
Henze, R., Katz, A. & Norte, E. (2000). Rethinking the Concept of Racial or Ethnic Conflict in Schools: A Leadership Perspective. Race, Ethnicity and Education3 (2) 195 – 206.
Laible, J., & Harrington, S. (1998). The power and the possibility of leading with alternative values. International Journal of Leadership in Education, 1(2), 111-135.
Lopez, G. (2003). The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective. Educational Administration Quarterly39 (1), 68-94.
Lugg, C. A. (2003). Our straitlaced administrators: The law, lesbian, gay, bisexual, and transgendered educational administrators, and the assimilationist imperative. Journal of School Leadership, 13, 51-85.
Marshall, C. (2004). Social justice challenges to educational administration: Introduction to a special issue. Educational Administration Quarterly40 (1), 3-13.
May, S. (1994). School organization: Achieving structural change. In S. May (Ed.), Making multicultural education work(pp. 64-97). Clevedon, UK: Multilingual Matters.
McGee Banks, C. A. (1995). Gender and race as factors in educational leadership and administration. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education. New York: Simon & Schuster Macmillan.
McKenzie, K. & Scheurich, J. (2004). Equity Traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Educational Administration Quarterly 40 (5), 601-632.
McLaren, P. (1999). Revolutionary leadership and pedagogical praxis: Revisitingthe legacy of Che Guevara. International Journal of Leadership in Education, 2(3), 269-292.
Riehl, C. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-82.
Ryan, J. (1998). Critical leadership for education in a postmodern world: Emancipation, resistance and communal action. International Journal of Leadership in
Education, 1(3), 257-278.
Ryan, J. (2003). Leading diverse schools. Dordrecht: Kluwer.
Shields, C. (2003). Good intentions are not enough: Transformative leadership for communities of difference.Lanham, Maryland: Scarecrow Press.
Smyth, J. (1989). A "pedagogical" and "educative" view of leadership. In J. Smyth (Ed.), Critical perspectives on educational leadership(pp. 179-204). London: Falmer.
Solomon, R. P. (2002). School leaders and anti-racism: Overcoming pedagogical and political obstacles. Journal of School Leadership, 12, 174-197.
Tierney, W. (1989). Advancing Democracy: A Critical Interpretation of Leadership. Peabody Journal of Education 66(3), 157-175.
Vaid, U. (1995). Leadership conundrums, Virtual equality: The mainstreaming of gay and lesbian liberation(pp. 346-372). New York: Doubleday.
Walker, A. & Walker, J. (1998). Challenging the boundaries of sameness: Leadership through valuing difference, Journal of Educational Administration 36(1), 8-28.
Woods, P. (2004). Democratic leadership: Drawing distinctions with distributed leadership. International Journal of Leadership in Education, 7(1), 3-26.
Woolfolk, A. E., & Brooks, D. M. (1983). Nonverbal Communication in Teaching. In E. W. Gordon (Ed.), Review of Research in Education (Vol. 10). Washington: American Educational Research Association.
York-Barr, J. & Duke, K. (2004). What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship. Review of Educational Research, 74(3), 255-316.
Ζάχος, Θ. Δ. (2007). Οικονομία της Αγοράς, Σχολική Αποτυχία και Σχολική «Αποτελεσματικότητα», Σύγχρονα Θέματα, 97, 43-50.
Ζάχος, Θ. Δ. (Ιούλιος, 2018). Η Εκπαίδευση για το Διάλογο και την Επικοινωνία στην τρέχουσα Διεθνή Συγκυρία. Ανακοίνωση στο «Διάλογο Πολιτών Καβάλας». Καβάλα.
Zeki, C. P. (2009). The importance of non-verbal communication in classroom management. Social and Behavioral Sciences, 1, 1443-1449.