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Book Chapters & Forewords

2024 ​
2022​
2021
  • Leadership, Identity and Intersectionality, in Netolicky, D. (Ed), Future Alternatives for Educational Leadership: Diversity, Inclusion, Equity and Democracy, New York, Routledge (with Shirley, D.)
  • Chapters on Ontario and Scotland, in Putting Students First: Moving on from Naplan to a New Educational Assessment System, Gonski Institute for Education, Sydney, Australia, University of New South Wales (with Wilson, R.; Piccoli, A,; Ng, P.T.; & Sahlberg, P.)
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2020
  • The Day After: education & equity after the global pandemic, in Soskil, M (Ed) Flip The System US, New York, Routledge
​2017  
  • Uplifting Colleagues, in Wallace, I & Kirkman, L, Best of the Best, Carmarthen, Crown House Publishing
  • Moving forward together, in Quintero, E (Ed), Teaching In Context, Cambridge, MA., Harvard Education Press
 
2016
  • Forward for Crowther, K & Boyne, K;  Energising teaching: the power of your unique pedagogical gift, Melbourne, Australia, ACER
 
2015
  • Autonomy and transparency: two good ideas gone bad in Evers, J, Flip The System, Routledge, pp. 120-133.
  • Schooling, teachers and leadership, Chapter 4 of OECD, Improving Schools in Scotland, Paris, OECD, pp 115-144.

2014
  • Building The Professional Capital for Schools to Deliver Successful Change, Chapter 3 of OECD, Improving Schools in Wales, Paris, OECD, pp 64-90
  • Imagine There’s No Rankings, In Reynolds, L. (Ed), Imagine it Better, New York, Heinemann. Pp. 8-13.
  •  The Changing Dynamic of Educational Judgment and Decision Making In a Data-Driven World, In Chitpin, S. & Evers, C. (2014) (Eds.) Decision-Making in Educational Leadership: Principle, Policies and Practice, Springer Books. (with Beth Morton, Henry Braun, H. & Alex Gurn.)
 
2013 
  • The Day of Judgment, in Newberry, M., Gallant, A. & Riley, P., Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, (pp. xv - xx)
  • Professional Capital and the Future of Teaching, in Seddon, T. & Levin, J (Eds). Educators, professionalism and politics, World Yearbook of Education 2013: NY, NY: Routledge. (pp. 290-310).

2012
  • Politics and systems of coaching and mentoring, In Sarah. J. Fletcher & Carol. A Mullen (Ed.), The Sage Handbook of Mentoring and Coaching in Education (pp. 122-138), CA: Sage. (wth Jane Skelton)
 
2011
  • Getting Burned, in Friedman, A. & Reynolds, L., Burned In, Teachers College Press: New York, pp. 19-25
  • Leadership, Change and Beyond the Twenty-first Century Skills agenda, in Bellanca, J & Brandt, R., 21st Century Skills; rethinking how students learn, Indianapolis, Solution Tree, pp. 337-346
  • Fusion and the Future of Leadership,  In Robertson, J. and Timperley, H. (eds.), Leadership and Learning. London, Sage Publications, Ch. 17, pp. 227-242
 
 2009    
  • Evidence–Informed Change and the Practice of Teaching, In Bransford, J., Gomez, L., Lam, D., & Vye, N.  (Eds.), Research and Practice in Education: Toward Reconciliation, Cambridge, MA, Harvard Education Publishing. (with Corrie Stone-Johnson).       
  •  The Naked Truth of Leadership, Exploring Leadership & Ethical Practices through Professional Inquiry, Ontario College of Teachers, Ontario, Les Presses de l'Université Laval, pp. 96-98. (with Pauline Hargreaves).
  • Labouring to Lead, in Hargreaves, A., In Chapman, C. & Gunter, H., Radical Reforms,  London and New York: Routledge, pp. 14-27.
 
2008  
  • Leading Professional Learning Communities: Moral Choices Amid Murky Realities, Hargreaves, A.   In Blankstein, A. M., Houston, P.D. & Cole, R.W., Sustaining Professional Learning Communities, Thousand Oaks, CA: Corwin Press, pp. 175-198.        
  • The Finnish Approach to System Leadership, In Pont, B., Nusche, D., & Hopkins, D.(eds), Improving School Leadership, Volume 2, Case Studies on System Leadership, Paris , OECD (Organization for Economic Corporation & Development), pp. 69-109 . (with Gabor Halasz and Beatriz Pont)        
  • Fourth Way, In Hargreaves, A. & Fullan, M., Change Wars, Bloomington, IN: Solution Tree, pp.11-40. 
  • The Emotional Geographies of Educational Leadership, In Davies, B. & Brighouse, T. Passionate Leadership in Education London, Sage Publications, Inc, pp.129-150 
 
2007  
  • The Coming of Post-Standardization: Three Weddings and a Funeral.  In Sugrue, C.   New Directions  for Educational Change.  London: Routledge, 
  •  Resourcefulness: Restraint and Renewal. The Jossey-Bass Reader on Educational Leadership, Second Edition, San Francisco: John Wiley & Sons, Inc.
  • Sustainable Professional Learning Communities. In Stoll, L & Louis, K. S. Professional Learning Communities. London: Open University Press.
  • Energizing Leadership for Sustainability, In Davies, B. (Ed.). Developing Sustainable Leadership. London: Paul Chapman Publishing (with Fink, D.). pp. 46-64.

2006    
  • Canadian Approaches to School Improvement and Educational Change.  In Chi-kin Lee & Williams. School Improvement: International Perspectives. New York, NY: Nova Science Publishers. (with Dean Fink).
  • Sustainable Leadership. In Blankstein, A., Sustaining Professional Learning Communities. Thousand Oake, CA: Corwin Press

2005    
  • The Parent Gap.  In Sancho, J., Hernandez, F., Hargreaves, A., & Goodson, I. (Eds.), Social Geographies of Change in Education.  The Netherlands: Kluwer Academic Publishers, 2005. (with Susan Lasky.)
 
2004      
  • Voice, Nostalgia and Teachers’ Experiences of Change. In Abraham, M.H.M.B. (Eds.) The Autobiographic Adventure – theory and practice. Porto Alegre, Brazil: EDIPUCRS, (with Shawn Moore.)
  • The Carousel of Leadership Succession. In Coles, M. and Southworth G. Developing School Leaders: creating tomorrow’s schools, London: Open University Press.
  • Ser Professor Na Era da Inseguranca.  In  Adao, A. and Martins, E. (Org.) Os Professores: Identidades (Re) construidas, Portugal: Edicoes Universitarias.
 
2003 
  • Sustaining Leadership. In Davies, B. and West-Burnham, J. (Eds.) Handbook of Educational Leadership and  Management. Great Britain: Pearson Education Ltd., 435-450. (with Dean Fink.)
  • La Politica Emocional en el Fracaso Y el Exito Escolar. In Marchesi, A. & Hernandez Gil, C. (coords.) El Fracaso Escolar: Una persepctiva internacional, Madrid: Alianza Editorial, 2003.
2002    
  • Professional Learning Communities and Performance Training Sects:  The Emerging Apartheid of School Improvement.  In Harris, A., Day, C., Hadfield, M., Hopkins, D., Hargreaves, A., & Chapman, C. (Eds.), Effective Leadership for School Improvement. London: Routledge/Falmer Press.
 
2001  
  • Emotional Geographies of Teaching. In Taylor, A. (Ed.), Dimensions of Diversity.  Australia, Centre for Inclusive Education Monograph Series, October, pp. 27-56.
  • Teaching as a Paradoxical Profession: Implications for Professional Development.  In Kesidou, A. (Ed.), Symposium Proceedings: Continuing teacher Education and School Development.  Thessaloniki, Greece, Ministry of Education and Aristotle University of Thessaloniki, pp. 26-38.
  • The Three Dimensions of Educational Reform.  In Oelkers, J. (Ed.), Futures of Education:  Essays from an Interdisciplinary Symposium.  Bern:  Peter Lang Publishers, 2001.
  • Seymour B. Sarason. In Palmer, J. (Ed.), 50 Modern Thinkers on Education:  From Piaget to the Present.  London:  Routledge/Falmer Press, pp. 133-141.
  • Os professores em tempos de mundanca.  In Fernandes, M. (Ed.), Educação Sociedade & Culturas.  Portugal:  Revista da Associaçåo de Sociologia & Antropologia da Educação, pp. 208-212.
  • The Changing Nature of Teachers’ Professionalism in a Changing World. In Cheng, Y.C., Chow, K.W. & Tsui, K.T. (Eds.), New Teacher Education for the Future:  International Perspectives.  HK: Hong Kong Institute of Education/The Netherlands:  Kluwer Academic Publishers.
  • Teaching in a Box:  Emotional Geographies of Teaching.  In Ariav, T., Keinan, A. & Zuzovsky, R. (Eds.), The Ongoing Development of Teacher Education:  Exchange of Ideas.  Tel Aviv:  The MOFET Institute.
  • Teaching in a Box:  Emotional Geographies of Teaching.  In C. Sugrue & C. Day (Eds.), Developing Teachers and Teaching:  International Research Perspectives. London: Falmer Press.
 
 2000   
  • Sociology of Teaching Toward the 21st Century:  Teachers, Colleagues, Communities, and Social Change.  In Fujita, H. & Shimizu, K. (Eds.), Education, Knowledge, and Power in Transformational Society (pp. 262-299).  Tokyo:  Shinyo-sha.
  • Professional and Parents:  A Social Movement for Educational Change?  In Bascia, N. & Hargreaves, A. (Eds.), The Sharp Edge of Educational Change.  London:  Routledge/Falmer Press.
  • Teaching and Leading on the Sharp Edge of Change.  In Bascia, N. & Hargreaves, A.  (Eds.), The Sharp Edge of Educational Change.  London:  Routledge/Falmer Press, (with Nina Bascia).
 
1999   
  • The Psychic Rewards (and Annoyances) of Classroom Teaching.  In Hammersley, M. (Ed.), Researching School Experience:  Ethnographic Studies of Teaching and Learning.  London and New York:  Falmer Press, pp. 87-106.
  • Padres y profesionales docentes:  Una agenda educativa posmoderna.  In Aprender Para el Futuro:  Nuevo Marco de la Tarea Docente.  Madrid:  Fundacion Santillana, pp. 181-188.
  • La formation professionnelle et la politique du désir. Une perspective post-moderne. En Vasquez, A. and Martinez, I. (Eds.), Recherches Ethnographieques en Europe et en Amérique du Nord.  Paris:  Anthropos.
 
1998     
  • The Emotions of Teaching and Educational Change.  In Hargreaves, A., Lieberman, A., Fullan, M., and Hopkins, D. (Eds.), International Handbook of Educational Change.  Kluwer:  The Netherlands.
 
1997     
  • Cultures of Teaching and Educational Change.  In Biddle, B., Good, T. L., & Goodson, I. (Eds.), International Handbook of Teachers and Teaching.  The Netherlands:  Kluwer Press, pp. 1297-1319.
  • Teachers and Educational Reform. In Hargreaves, A. and Evans, R. (Eds.), Beyond Educational Reform.  Buckingham:  Open University Press, 1997 (with Roy Evans).
  • From Reform to Renewal:  A New Deal for a New Age.  In Hargreaves, A. and Evans, R. (Eds.), Beyond Educational Reform.  Buckingham:  Open University Press.
  • Rethinking Educational Change.  In Hargreaves, A. (Ed.), Rethinking Educational Change with Heard and Mind.  The 1997 ASCD Yearbook.  Alexandria, VA:  Association for Supervision and Curriculum Development.
  • Time Warps.  In Adelman, N., Walking-Eagle, K. P. & Hargreaves, A. (Eds.), Racing with the Clock:  Making Time for Teaching and Learning in School Reform, New York:  Teachers College Press.
  • New Ways to Think about Teachers and Time.  In Adelman, N., Walking-Eagle, K. P. & Hargreaves, A. (Eds.), Racing with the Clock:  Making Time for Teaching and Learning in School Reform, New York:  Teachers College Press.
 
1996   
  • Teachers Professional Lives:  Aspirations and Actualities.  In Goodson, I. & Hargreaves, A. (Eds.), Teachers’ Professional Lives, London & New York:  Falmer Press, (with Ivor Goodson.).
 
1995   
  • Professional Knowledge in the Postmodern Age.  In Tyden, T. (Ed.), When School Meets Science.  Stockholm:  Stockholm Institute of Education Press.
  • El desarrollo professional y las politicas del desiro:  Una perspectiva postmoderna.  In Martinez, I. and Vasquez-Bronfman, A., La socialisation en la escuela y la integration de las minorias, Fundacion de la Caixa, Barcelona
  • Towards a Social Geography of Teacher Education.  In Shimahara, N. K. and Holowinsky, I. Z. (Eds.), Teacher Education in Industrialized Nations.  New York:  Garland.
  • Beyond Collaboration:  Critical Teacher Development in the Postmodern Age.  In Smyth, J. (Ed.), Critical Teacher Development.  London:  Cassell,  Buffalo:  SUNY Press.
  • Development and Desire:  A Postmodern Perspective.  In Guskey, T. and Huberman, M. (Eds.), Professional Development in Education:  New Paradigms and Practices.  New York:  Teachers’ College Press.
  • The Balkanization of Teaching.  In Little, J. W. and Siskin, L. S. (Eds.), Subjects in Question.  New York:  Teachers’ College Press. (with Robert MacMillan)
 
1994     
  • Restructuring, Restructuring.  In Grimmett, P. and Neufeld, J. (Eds.), The Struggle for Authenticity.  New York:  Teachers’ College Press.
  • Changing Work Cultures of Teaching.  In Crowther, F. et al. (Eds.), The Workplace in Education.  ACEA Yearbook of Educational Administration.  Melbourne:  Australian Council for Educational Administration.
  • The Contexted Curriculum, critical introduction to Goodson, I., Studying the Curriculum.  Milton Keynes:  Open University Press, New York:  Teachers’ College Press and Toronto:  OISE Press.
 
1993     
  • Individualism and Individuality.  In Little, J. and McLaughlin, M. W. (Eds.), Teachers’ Work:  Individuals, Colleagues and Contexts.  New York:  Teachers’ College Press.
 
1992     
  • Cultures of Teaching.  In Hargreaves, A. and Fullan, M. (Eds.), Understanding Teacher Development.  London:  Cassell, New York:  Teachers’ College Press.
 
1991     
  • Contrived Collegiality:  The Micropolitics of Teacher Collaboration.  In Blase, J. (Ed.), The Politics of Life in Schools.  New York:  Sage.
 
1990     
  • Curriculum Policy and the Culture of Teaching.  In Goodson, I. and Milburn, G. (Eds.), Reconstructing Educational Research.  New York and Philadelphia:  Falmer Press.
 
1989     
  • Changes, Choices and Challenges in Secondary Education. In Nixon, J. and Clough, P. (Eds.), The New Learning.  London:  MacMillan.
  • The Crisis of Motivation and Assessment.  In Hargreaves, A. and Reynolds, D. (Eds.), Educational Policy:  Controversies and Critiques.  New York and Philadelphia:  Falmer Press, forthcoming.
  • Decomprehensivization, In Hargreaves, A. and Reynolds, D. (Eds.), In Educational Policy:  Controversies and Critiques.  New York and Philadelphia:  Falmer Press. .”  (With D. Reynolds). 
1987   
  • Educational Assessment:  A Test for Socialism.  In Williams, R. and Lacey, D. (Eds.), Education, Ecology and Development.  London:  Kogan Page.
 
1986     
  • Record Breakers?--Issues in Pupil Records of Achievement.  In Broadfoot, P. (Ed.), Profiles and Records of Achievement:  Issues and Problems.  London:  Holt, Rinehart and Winston.
  • Past, Imperfect, Tense:  Reflections on an Historical and Ethnographic Study of Middle Schools.  In Walford, G. (Ed.), Doing Educational Research.  New York and Philadelphia:  Falmer Press.
 
1985 
  • The Micro-Macro Problem in Educational Research.  In Burgess, R. (Ed.), Issues in Educational Research:  Qualitative Methods.  New York and Philadelphia:  Falmer Press.
  • Motivation Versus Selection:  Some Dilemmas for Records of Personal Achievement.  In Lang, P. and Marland, M. (Eds.), New Directions in Pastoral Care.  Oxford:  Basil Blackwell.
 
1983   
  • The Politics of Administrative Convenience.  In Ahier, J. and Flude, M. (Eds.), Contemporary Education Policy.  London:  Croom Helm.
 
1981   
  • Contrastive Rhetoric and Extremist Talk:  Teachers, Hegemony and the Educationist Context.  In Barton, L. and Walker, S. (Eds.), Schools, Teachers and Teaching.  New York and Philadelphia:  Falmer Press.
 
1980     
  • The Ideology of the Middle School.  With Les Tickle.  In Hargreaves, A. and Tickle, L. (Eds.), Middle Schools:  Origins, Ideology and Practice.  London:  Harper and Row.
  • Synthesis and the Study of Strategies.  In Woods, P. (Ed.), Pupil Strategies.  London:  Croom Helm.
 
1979  
  • Strategies, Decisions and Control:  Interaction in a Middle School Classroom.  In Eggleston, J. (Ed.), Teacher Decision-Making in the Classroom.  Routledge and Kegan Paul.
 
1978     
  • The Significance of Classroom Coping Strategies.  In Barton, L. and Meighan, R. (Eds.), Sociological Interpretations of Schooling and Classrooms:  A Reappraisal.  Driffield:  Nafferton Books.
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