← WRITING

Journal Articles 

🇨🇦​​ ​The Canadian Years Anew

2018
​ 

🇺🇸​ The American Years

2017
  • Leading with Consistency, in Waite, D., & Bogotch, I. (Eds.) The Wiley International Handbook of Educational Leadership. New York: Wiley-Blackwell.  (with Rebecca Lowenhaupt)
2016
  • Blooming Teachers, Royal Society of Arts Journal, Issue 1
  • The place for professional capital and community, Journal of Professional Capital and Community, Vol. 1: 1.
2015
  • Designing and Launching Rural School Improvement Networks: Aspirations and Actualities, Peabody Journal of Education, Volume 90, Issue 2, March 2015, pp. 306-321. (with Danette Parsley & Elizabeth Cox)
  • The Top and Bottom of Leadership and Change, Phi Delta Kappan, November, pp.42-48 (with Mel Ainscow)
  • Uplifting Leadership: the higher calling of business, sport and education; Educational Leadership, February 2015, Vol. 72 Issue 5, pp. 42-47. (with Alan Boyle)
  • Professional Capital as Accountability, Education Policy Analysis Archives. Volume 23, February 2015, pp.1-21 (with Michael Fullan & Santiago Rincon Gallardo)
2014
  • Sustainable Educational Reform, The International Encyclopedia of Education, 3rd Edition, edited by McGaw, B., Peterson, P. &Baker, E., Elsevier.
  • Large-Scale Reform in Literacy and Math: Rethinking Strategy in the Light of International Evidence; Journal of Reading Recovery, Fall, pp 27-35.
2012
  • Singapore: the Fourth Way in action?, Educational Research for Policy and Practice, 11(1), 7-17.
  • Education, Education reform and school change, Oxford Bibliographies Online (with Corrie Stone Johnson and Kristin Kew)
  • School Leadership for Diversity, Encyclopaedia of Diversity in Education (pp. 1886-1891). Thousand Oaks, CA: Sage. (with Allison Skerrett).
2010
  • Sustainable Educational Reform, The International Encyclopedia of Education, 3rd Edition, edited by McGaw, B., Peterson, P. & Baker, E., Elsevier, Paris, France pp 289-294.
  • Presentism, Individualism and Conservatism: the Legacy of Dan Lortie’s Schoolteacher, Curriculum Inquiry, Vol. 40, No. 1, pp. 143-154.
2009
  • A Decade of Educational Change, Journal of Educational Change, Vol. 10, No. 2, pp. 89-101, May.
  • Pedagogical and Educational Change for Sustainable Knowledge Societies. In Cowen, R. & Kazamias, A. (Eds.) International Handbook of Comparative Education, Vol. 22, pp. 943-95
  • The Persistence of Presentism. Teachers’ College Record, Volume 111 Number 11, p. 2505-2534. (with Dennis Shirley).
2008
  • Student Diversity and Secondary School Change in a Context of Increasingly Standardized Reform (with Allison Skerrett), American Educational Research Journal, Dec; vol. 45: pp. 913 - 945.
  • Change from Without, In Hargreaves, A.; Fullan, M.; Lieberman, A.; & Hopkins, D. (Eds.), The Second International Handbook of Educational Change, Dordrecht, Springer.
  • Engaging Policy: Neither a Borrower nor a Lender be, European Training Foundation Yearbook
  • The Fourth Way of Change, Educational Leadership, (October), Vol. 66 Issue 2, p56-61. (with Dennis Shirley)
  • Beyond Standardization: Powerful New Principles for Improvement, Phi Delta Kappan, The Journal For Education, 90 (2) October, 135 - 143 (with Dennis Shirley)   
  • Distributed leadership: democracy or delivery?   Journal of Educational Administration, Vol. 46 No. 2, 229-240.    
2007
  • Sustainable Leadership & Development in Education: Creating the future, conserving the past. European Journal of Education, 42(2), 223- 233
  • Five Flaws of Staff Development: and the future that beckons beyond them. Journal of Staff Development, Summer, Vol. 28 No.3.
2006
  • Sustainable Leadership and Development in Education. Lifelong Learning in Europe, XI (4).
  • Taking Sustainability from Theory to Practice.  Revue Suisse des Sciences de L’education.  28(S), 111-121. (with Dean Fink).
  • From Recovery to Sustainability, Journal of Reading Recovery, 5(2), 39-44.
  • Redistributed Leadership for Sustainable Professional Learning Communities. Journal of School Leadership, 16(5), (with Dean Fink).
  • The Ripple Effect. Educational Leadership, 63(8) 16-20. (with Dean Fink)
  • A Energia Da Munca, Patio: Revist Pedogogica, (9), 36, 2005, 51-55. (with Dean Fink)
  • Educational Change Over Time? The Sustainability and Non-sustainability of Three Decades of Secondary School Change and Continuity. Educational Administration Quarterly, 42(1), February 3-41. (with  Ivor Goodson.)
  • Teacher Nostalgia and the Sustainability of Reform: The Generation and Degeneration of Teachers’ Missions, Memory and Meaning.  Educational Administration Quarterly, 42(1), February, 42-61. (with  Shawn Moore. & Ivor Goodson)
  • The Sustainability of Innovative Schools as Learning Organizations and Professional Learning Communities During Standardized Reform.  Educational Administration Quarterly, 42(1), February, 124-156.  (with Corrie Giles.)
2005
  • Editorial Statement. Kappa Delta Pi, 69(2), 101-110.
  • Leadership Succession. Kappa Delta Pi, 69(2), 163-173.
  • The energy of change.  Patio:  Revista Pedagogia, 36, November  Brazil:  Artmed Editora S.A. 
  • Editorial. School Leadership and Management, 25(4), September, 317-319. (With Alma Harris & Geoff Southworth.). 
  • Educational Change Takes Ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21, 967-983.
  • Nachhaltige Entwicklung durch nachhaltige Schulleitung. Journal fur Schulentwicklung, February, 19-29. (with Dean Fink.).
  • Inclusive and Exclusive Educational Change: emotional responses of teachers and implications for leadership. School Leadership & Management, 24(2), 285-307.
2004
  • The Seven Principles of Sustainable Leadership. Educational Leadership, 61(7), April, 8-13. (with Dean Fink.)
  • Broader Purpose Calls for Higher Understanding. The Journal of the National Staff Development Council, 25(2), Spring, 46-50. (interview by Dennis Sparks).
  • Distinction and Disgust: the emotional politics of school failure. International Journal of Leadership in Education, 7(1), 27-41.
2003
  • ​Sustaining Leadership. Phi Delta Kappan, (84) 9, May, 693-700. (with Dean Fink.)

🇨🇦​​ The Canadian Years 

2002
  • ​Teaching and Betrayal.  Teachers and Teaching: Theory and Practice, 8(3/4) 393-407.
  • Sustainability of Educational Change: The Role of Social Geographies. Journal of Educational Change, 3(3/4), 189-214.
  • Perspectives on Classroom Assessment. American Educational Research Journal, 39(1), 69-100. (with  Lorna Earl & Michelle Schmidt).
  • The Emotional Geographies of Teachers’ Relations with their Colleagues.  International Journal of Educational Research, Vol. 35, 503-527.
2001
  • Entrevista:  Andy Hargreaves.  Patio Revista Pedagogica, 19, November, 30-38.  Brazil:  Artmed Editora Ltda.
  • The Emotional Geographies of Teaching.  Teachers' College Record, 103(6), December, 1056-1080.
  • Classrooms, Colleagues, Communities and Change:  The Sociology of Teaching at the Turn of the Century.  Asia-Pacific Journal of Teacher Education and Development, 4(1).
  • O ensino como profissao paradoxal.  Patio:  Revista Pedagogia, IV (16), February, 13-18.  Brazil:  Artmed Editora Ltda.
  • Beyond Anxiety and Nostalgia:  Building a Social Movement for Educational Change.  Phi Delta Kappan, 82(5), January, 373-377.
2000
  • Culture Currents. International Journal of Leadership in Education:  Theory and Practice, 3(4), October/December, 415-419.
  • Intensificación.  El trabajo de los profesores, mejor o peor?  Docencia:  Hacia un Movimiento Pedagogico National, 11, September, 75-92.
  • Mixed Emotions:  Teachers' Perceptions of their Interactions with Students.  Teaching and Teacher Education, 16, June, 811-826
  • Professional and Parents:  Personal Adversaries or Public Allies.  Prospects in Education (The journal of UNESCO), XXX(2), June, 201.213.  (also translated in Spanish and French)
  • The Paradoxical Profession:  Teaching at the Turn of the Century. Prospects in Education (The journal of UNESCO), XXX(2), June, 167-180.  (with Leslie Lo).  (also translated in Spanish and French).
  • Representing Educational Change.  Journal of Educational Change, 1(1), January, 1-3.
  • The Changing Context for Educational Reform, Eisenhower National Clearinghouse,  (with Michael Fullan).
  • Curriculum Integration and Classroom Relevance:  A Study of Teachers’ Practice, Journal of Curriculum Supervision, 15(2), Winter, 89-112  (with Shawn Moore).
  • Three Dimensions of Educational Reform, Educational Leadership, 57(7), April, 30-34. (with Dean Fink).
  • Four Ages of Professionalism and Professional Learning, Teachers and Teaching: Theory and Practice, 6(2).
  • Educational Outcomes, Modern and Postmodern Interpretations: Response to Smyth and Dow, British Journal of Sociology of Education, 21(1), March. (with Shawn Moore).
  • Mentoring in the New Millennium, Theory into Practice, 39(1), The Ohio State University, 50-56. (with Michael Fullan).
1999
  • Schooling in the New Millennium: Educational Research for the Postmodern Age, Discourse, 20(3), December.
  • Getting into Outcomes: The Emotions of Interpretation and Implementation, Curriculum Perspectives, 19(3), 1-10. (with Shawn Moore).
  • Fielding Errors:  Deepening the Debate about Teacher Collaboration and Collegiality:  Response to Fielding.  The Australian Educational Researcher, 26(2), August 45-54.
  • Reinventing Professionalism:  Teacher Education and Teacher Development for a Changing World, Asia-Pacific Journal of Teacher Education & Development, 2(1), June, 65-74.
  • Educar en la periferia de la sociedad. Cuadernos de Pedagogia, 75.
  • Rethinking School Improvement, in Murphy, J. & Louis, K. S. (Eds.), Handbook of Research  on Educational Administration (2nd Edition), San Francisco: Jossey-Bass, 251-276. (with Karen Seashore Louis and James Toole).
  • The Emotional Politics of Teaching and Teacher Development:  With Implications for Educational Development, International Journal of Leadership in Education, 1(4), 315-336.
1998
  • The Emotional Practice of Teaching, Teaching and Teacher Education, 14(8), 835-854.
  • The Emotions of Educational Change, in Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D. (Eds.), The International Handbook of Educational Change, The Netherlands, Kluwer Publications, (558-570.
  • Effectiveness, Improvement and Educational Change:  A Distinctively Canadian Approach? Education Canada, 38(2), Summer. (with Dean Fink).
1997
  • La investigación educativa en la era postmoderna, Revista de educación, Enero-Abril,  111-130.
  • A Vueltas con la Voz, Kikiriki, Movimento Cooperativo Escuela Popular, 42-43.
  • Cultures of Teaching and Educational Change, in Biddle, B. & Good, T. & Goodson, I. F. (Eds.), The International Handbook of Teachers and Teaching, The Netherlands, Kluwer Publications, 1297-1319.
1996
  • Transforming Knowledge:  Blurring the Boundaries Between Research, Policy and Practice, Educational Evaluation and Policy Analysis, Summer, 18(2), 161-178.
  • Revisiting Voice, Educational Researcher, January/February, 1-8.
  • Review article on Abraham, J.  ‘Divide and School’, as contribution to Review Symposium in British Journal of Sociology of Education.
1995
  • Paradoxes of Change:  School Renewal in the Postmodern Age, Educational Leadership, April, 14-19.
  • Induction or Seduction?, Peabody Journal of Education, 70(3), Spring, 41-63. (with Noreen Jacka)
  • Entrevista:  Andy Hargreaves — La importancia de vivir en la frontera, in Sancho, J. M. & Hernandez, F. (Eds.), Cuadernos de Pedagogias.  Madrid, Spain:  Marco Iberica, February,86-93.
1994
  • Triple Transitions:  Educating Early Adolescents in the Changing Canadian Context, Curriculum Perspectives, 14(3), 1-10. (with Lorna Earl).
  • Restructuring Restructuring:  Postmodernity and the Prospects for Educational Change, Journal of Education Policy.
  • Realities of Teaching, International Encyclopedia of Education.  Oxford:  Pergamon Press.
  • Teacher Development in the Postmodern Age, Journal of Education for Teaching, Vol. 19, Supplement 1, 95-112.
  • Lärares röster och skolreformers mångfaldiga verklighet, Didactica Minima, 30, 20-37.
1993
  • La reforma curricular y el maestro,  Cuadernas de Pedagogia, 211, Febrero, 50-54.
  • Individualism and Individuality:  Reinterpreting the Teacher Culture, International Journal of Educational Research, 19, (3).
1992
  • Time and Teachers’ Work:  An Analysis of the Intensification Thesis, Teachers College Record, 94, (1), 87-108.
  • El tiempo y el espacio en el trabajo del profesor, Revisita de Educación, numero 298, Mayo-Agosto, 31-55.
1991
  • Teaching and Guilt:  Exploring the Emotions of Teaching,  Teaching and Teacher Education, 7, (5/6), 491-505.
  • Curriculum Reform and the Teacher.  Curriculum Journal, 2, (3), 249-258.
  • Continuity and Change in Educational Policy:  Some Canadian Comparisons, Journal of Education Policy, 6, (2).
1990
  • ​ Paths of Professional Development:  Contrived Collegiality, Collaborative Culture and the Case of Peer Coaching, Teaching and Teacher Education, 4, (2). (with Ruth Dawe).
  • Teachers’ Work and the Politics of Time and Space,  Qualitative Studies in Education, 3, (4), pp. 303-320. 
1988
  • Teaching Quality:  A Sociological Analysis, Journal of Curriculum Studies, 20, (3),  pp. 211-231.

🇬🇧​ The British Years 

1987
  • 9-13 Middle Schools and the Comprehensive Experience, Forum, September 11.
  • Personal and Social Education and the Organization of Middle Schools, Pastoral Care in Education, November.
1986
  • ​Research and Policy:  Some Observations on SSHRC-funded Education Projects, Journal of Educational Policy, 1, (3), pp. 116-132.
1984
  • Experience Counts, Theory Doesn’t:  How Teachers Talk About Their Work,  Sociology of Education, October, pp. 244-254.
  • Apple Crumbles?--A Review Essay on the Work of Michael Apple,  Journal of Curriculum Studies, February, pp. 206-210.
1983
  • What’s Good for the Goose:  Recommendations and Research on Primary Education, Journal of Curriculum Studies, 15, pp. 96-99.
1982
  • Resistance and Relative Autonomy Theories:  Problems of Distortion and Incoherence in Recent Marxist Analyses of Education, British Journal of Sociology of Education, 3, (2), pp. 108-126.
  • CCCS Gas:  Politics and Science in the Work of the Centre for Contemporary Cultural Studies.  Oxford Review of Education, 8, (2), pp. 139-144. (with Martyn Hammersley).
  • The Rhetoric of School-Centred Innovation, Journal of Curriculum Studies, June, pp. 251-266.
1981
  • The Middle School Muddle. Times Educational Supplement, November, pp. 4. (with Les Tickle)
1980
  • Review Article  on Rutter et al., Fifteen Thousand Hours as contribution to review symposium in British Journal of Sociology of Education, 1, (2), June, pp. 211-216.
1978
  • Attitudes to Middle Schools, Education 3-13, April, pp. 11-16 (with Dennis Warwick).
1977
  • Progressivism  and Pupil Autonomy,  Sociological Review, August, pp. 585-621.
“Well-being is the new front-line of school improvement.”
© COPYRIGHT 2018 ANDY HARGREAVES