Õppekavaarenduse eestvedamise rutiinid kooli arengueesmärkide elluviimisel Eesti üldhariduskoolide näitel

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Caputo, A., & Rastelli, V. (2014). School improvement plans and student achievement: Preliminary evidence from the Quality and Merit Project in Italy. Improving Schools, 17(1), 72–98. https://doi.org/10.1177/1365480213515800

Chow, A. w.k. (2016). Teacher learning communities: The landscape of subject leadership. International Journal of Educational Management, 30(2), 287–307. https://doi.org/10.1108/IJEM-07-2014-0105

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DeMatthews, D. E., & Wang, Y. (2023). How can principals lead in the school improvement planning process? Reducing biases in shared decision making. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96(2), 1–9. https://doi.org/10.1080/00098655.2022.2163971

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Eisenschmidt, E., Ahtiainen, R., Kondratjev, B. S., & Sillavee, R. (2021). A study of Finnish and Estonian principals’ perceptions of strategies that foster teacher involvement in school development. International Journal of Leadership in Education, 1–24. https://doi.org/10.1080/13603124.2021.2000033

Erss, M., Mikser, R., Löfström, E., Ugaste, A., Rõuk, V., & Jaani, J. (2014). Teachers’ views of curriculum policy: The case of Estonia. British Journal of Educational Studies, 62(4), 393–411. https://doi.org/10.1080/00071005.2014.941786

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Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2006). Curriculum Leadership: Development and Implementation. SAGE Publications.

Grützmacher, L., Holzer, J., Lüftenegger, M., Schober, B., & Prenzel, M. (2023). The stimulation of school improvement processes: The orientation of development perspectives. School Effectiveness and School Improvement, 1–21. https://doi.org/10.1080/09243453.2023.2246950

Handelzalts, A. (2019). Collaborative Curriculum Development in Teacher Design Teams. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (pp. 159–173). Springer International Publishing. https://doi.org/10.1007/978-3-030-20062-6_9

Harris, A., Jones, M., & Crick, T. (2020). Curriculum leadership: A critical contributor to school and system improvement. School Leadership & Management, 40(1), 1–4. https://doi.org/10.1080/13632434.2020.1704470

Ho, D. C. W. (2010). Leadership for school improvement: Exploring factors and practices in the process of curriculum change. Early Education & Development, 21(2), 263–284. https://doi.org/10.1080/10409280903582835

Krull, E. (2020). Õppekava koostamise lähtealused: Teooria ja praktika. Tartu Ülikooli Kirjastus.

Kukemelk, H., & Kitsing, M. (2020). Estonia: School Governance In Estonia – Turnaround from Order-Oriented to Inclusive and Evidence-Based Governance. In Educational Authorities and the Schools: Organisation and Impact in 20 States. Springer.

Kõiv, P., Lamesoo, K., & Erss, M. (2013). Kooliõppekava arendamine koolijuhtide pilgu läbi (Ülevaade haridussüsteemi välishindamisest 2012/2013, pp. 68–71). Haridus- ja Teadusministeerium. https://www.digar.ee/arhiiv/nlib-digar:236132.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Liljenberg, M., & Nordholm, D. (2017). Organisational routines for school improvement: Exploring the link between ostensive and performative aspects. International Journal of Leadership in Education, 1–15. https://doi.org/10.1080/13603124.2017.1309685

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Maag Merki, K., Wullschleger, A., & Rechsteiner, B. (2022). Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning. Journal of Educational Change. https://doi.org/10.1007/s10833-022-09459-1

Meyer, F., Bendikson, L., & Le Fevre, D. M. (2020). Leading school improvement through goal-setting: Evidence from New Zealand schools. Educational Management Administration & Leadership, December(14), 1–19. https://doi.org/10.1177/1741143220979711

Meyer, F., & Patuawa, J. (2022). Novice principals in small schools: Making sense of the challenges and contextual complexities of school leadership. Leadership & Policy in Schools, 21(2), 167–184. https://doi.org/10.1080/15700763.2020.1757722

Mikser, R., Kärner, A., & Krull, E. (2016). Enhancing teachers’ curriculum ownership via teacher engagement in state-based curriculum-making: The Estonian case. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2016.1186742

Mikser, R., Viirpalu, P., & Krull, E. (2023). Reflection of teachers’ feelings of curriculum ownership in their curriculum definitions: The example of Estonia. Curriculum Journal, July, 1–17. https://doi.org/10.1002/curj.217

O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406919899220

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Robinson, V., & Gray, E. (2019). What difference does school leadership make to student outcomes? Journal of the Royal Society of New Zealand, 49(2), 171–187. https://doi.org/10.1080/03036758.2019.1582075

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Spillane, J. P., & Hopkins, M. (2013). Organizing for instruction in education systems and school organizations: how the subject matters. Journal of Curriculum Studies, 45(6), 721–747. https://doi.org/10.1080/00220272.2013.810783

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Sun, J., & Leithwood, K. (2015). Direction-setting school leadership practices: A metaanalytical review of evidence about their influence. School Effectiveness and School Improvement, 26(4), 499–523. https://doi.org/10.1080/09243453.2015.1005106

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Vanari, K., & Eisenschmidt, E. (2022). Missions, visions, and goals for school improvement – A typology of Estonian schools. Leadership and Policy in Schools, 1–18. https://doi.org/10.1080/15700763.2022.2160360

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Viirpalu, P., Krull, E., & Mikser, R. (2014). Investigating Estonian teachers’ expectations for the general education curriculum. Journal of Teacher Education for Sustainability, 16(2), 54–70. https://doi.org/10.2478/jtes-2014-0011

Viirpalu, P., Krull, E., & Mikser, R. (2022). Teachers’ feelings of curriculum ownership: The Estonian case. Journal of Baltic Studies, 53(3), 373–395. https://doi.org/10.1080/01629778.2021.2001550

Voogt, J., Pieters, J., & Pareja Roblin, N. (2019). Collaborative Curriculum Design in Teacher Teams: Foundations. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (pp. 5–18). Springer International Publishing. https://doi.org/10.1007/978-3-030-20062-6_1

Wai-Yan Wan, S., & Leung, S. (2022). Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership. Cambridge Journal of Education, 52(1), 91–116. https://doi.org/10.1080/0305764X.2021.1946484

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