Publications

Ahn, R., Alford, B., Hisayoshi, M., & Gimino, A. (2018). Successful school leadership in Japan: A principal’s story in a high minority junior high school. In C. Meyers & M. Darwin (Eds.). International perspectives on leading low-performing schools (pp. 33-56). Charlotte, NC: Information Age Publishing.  

Alford, B. & Gautam, C., (2014). Beliefs and actions influencing student achievement in secondary high-need schools: Voices of head teachers in Nepal. In S. Harris & J. Mixon (Eds.), Building Cultural Community through Global Educational Leadership (pp. 130-145). NCPEA Press. DOI:10.13140/RG.2.1.1475.9524 OI:10.13140/RG.2.1.1475.9524 

Alford, B. & Sampson, P. (2016). Transcending the contexts of a rural school in Texas and an urban school in California: A cross-case comparison of principal leadership for student success. Journal of Educational Leadership, Policy and Practice, 31(2), 192-205.  

Alford, B. (2019). Leadership practices for equity and excellence: An exploratory narrative of two principals of high-need elementary schools in California. In E. Murakami, D. Gurr, & R. Notman (Eds.), IAP international research on school leadership series: Leadership, culture, and school success in high-need schools (pp. 85- 102). Charlotte, NC: Information Age Publishing.  

Angelle, P. S. & Cooper, A. (2019). American principals of color: Leading from the collective We. In R. Papa (Ed.), Handbook on Promoting Social Justice in Education (pp. 1883-1898). Delhi, India: Springer Nature. https://doi.org/10.1007/978-3-030-14625-2_44 

Angelle, P. S. & M. Morrison. (2021). Socially just school leadership: Ten years of learning from each other. In B. Barnett & P. Woods (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration (pp. 31-40). Charlotte, NC: IAP.  

Angelle, P. S. (2017). Constructions, enactments, articulations: The work of the ISLDN social justice group. In P. S. Angelle (Ed.), A Global Perspective of Social Justice Leadership for School Principals (pp. 13-30). Charlotte, NC: Information Age Publishing.  

Angelle, P. S. (2017). Moving forward. In P. S. Angelle (Ed.), A Global Perspective of Social Justice Leadership for School Principals (pp. 303-319). Charlotte, NC: Information Age.  

Angelle, P. S. (2017). The enactment of social justice: Examining alternative lens. In P. S. Angelle (Ed.), A Global Perspective of Social Justice Leadership for School Principals (pp. 65-84). Charlotte, NC: Information Age.  

Angelle, P. S. and Torrance, D. (2019). The significance of context in the enactment of social justice. In P.S. Angelle, & D. Torrance (Eds.), Cultures of Social Justice Leadership: An Intercultural Context of Schools (pp 195-207). Series: Intercultural studies in education. Palgrave Macmillan: Cham, Switzerland, ISBN 9783030108731  

Angelle, P. S., & Barnett, B. (2017). Meanings and understandings: The work of schools across New Zealand. In R. Notman, M. Morrison, & R. McNae (Eds.), Educational Leadership in Aotearoa New Zealand: Issues of Context and Social Justice. 

Angelle, P. S., & Flood, L. D. (2021). Measuring the barriers and supports to socially just leadership. International Studies in Educational Administration, 49(3), 122-143.  

Angelle, P. S., & Torrance, D. (Eds). (2019). Cultures of Justice: Intercultural Studies of Social Justice Enactment. Basingstoke, UK: Palgrave-MacMillan Publishers. ISBN: 978-3-030-10874-8 

Angelle, P. S., Arlestig, H., & Norberg, K. (2015). The Practice of socially just leadership: Contextual differences in US and Swedish principals. International Studies in Educational Administration, 43(2), 21-37.  

Angelle, P. S., Morrison, M., & Stevenson, H. (2015). ‘Doing’ social justice leadership: Connecting the macro and micro contexts of schooling. In D. Anderson, & J. Ryan (Eds.), Working (With/out) the System: Educational Leadership, Micropolitics and Social Justice (pp. 95-116). Charlotte, NC: Information Age.  

Arar, K., Örücü, D., & Mahfouz, J. (2022). Social injustice and double marginality in educational leadership: Trajectories of three female school principals from the Middle East. In V. Showunmi, P. Moorosi, C. Shakeshaft, & I. Oplatka (Eds.), The Handbook for Gender and Educational Leadership (pp. 76-87). London, UK: Bloomsbury. DOI 10.5040/9781350173187.0016 

Barnett, B. G. (2018). Promoting student success in low-performing schools. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.410  

Barnett, B. G., & Stevenson, H. (2016). Leading high poverty urban schools. In S. Clarke & T. O’Donoghue (Eds.), School leadership in diverse contexts (pp. 23-41). New York, NY: Routledge.  

Barnett, B. G., & Woods, P. A. (Eds.) (2021). Educational leadership for social justice and improving high-needs schools: Findings from 10 years of international collaboration. Charlotte, NC: Information Age Publishing.  

Barnett, B., & Stevenson, H. (2015). International perspectives in urban educational leadership: Social justice leadership in high-need schools. In M. A. Khalifa, N. W. Arnold, A. F. Osanloo, & C. M. Grant (Eds.), Handbook of urban educational leadership (pp. 518-531). Lanham, MD: Rowman & Littlefield.  

Berry, J. R., Robertson, S., & Brooks, M. (2020). Components of linguistically and culturally responsive school leadership. In J. C. Veenis, S. Robertson & J. R. Berry (Eds.), Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, policy, and practice for diverse schools (pp. 213-225). Springer. DOI: 10.1007/978-3-030-54750-9_12 

Berry, J., Alford, B., Baran, M., Bryant, K., Hipp, K., Van Harper, G. (2021). The international school leadership development network’s high needs schools’ strand: Ten years of history. In B. Barnett and P. Woods (Eds.), Educational Leadership for Social Justice and Improving High Need Schools: Findings of Ten Years of International Collaboration (Chapter 5). Charlotte, NC: Information Age Publishing.  

Branson, C., McNae, R. & Morrison, M. (2015). Tui Tui Tuituia – Weaving together: What can be generalized from these articles?. Journal of Educational Leadership, Policy and Practice. 30(1), 132-42.  

Branson, C., Morrison, M., & McNae, R. (2015). In Search Of Seamless Education. In: S. Gross, & J. Shapiro (Eds.), Democratic Ethical Educational Leadership: Reclaiming School Reform (pp. 138-143). USA: Routledge. 

Bryant, K., Berry, J., & Cevik, S. (2019). A South African high-needs school: A case of context driven by history. International Journal of Leadership Preparation, 14, 113- 127. 

Cerdas-Montano, V., García-Martínez, J.A., & Slater, C.L. (2018). Escuelas para la justicia social: Experiencias de liderazgo en dos centros educativos costarricenses. la Revista Ensayos Pedagógicos de la Universidad Nacional. https://doi.org/10.15359/rep.13-2.8 

Chisolm, L. D. (2020). Leadership for social justice, equity and access: A case study. In Veenis, J., Berry, J., Brooks, M., Robertson, S., Mutohar, A. (Eds), Multiculturalism and Multilingualism at the Crossroads of School Leadership.

Chisolm, L. D. (2017). Social justice leadership that matters: An evaluation of school leadership practices in a high-need secondary school in Central America-Belize (Unpublished doctoral dissertation). State University of New York at Buffalo.

Chisolm, L., Waight, N., and Jacobson, S. (2019). School leadership for social justice and STEM: Findings from a case study of a secondary school in Belize. In E. Murakami, D. Gurr, and R. Notman (Eds), Leadership, Culture and School Success in High-Need Schools. Information Age Publishing, Charlotte, NC.

Corrales Maytorena, B., Navarro, C., Slater, C.L. Silva, P., Antunez, S. & Lopez, M. (2021). Economic, cultural, associational, and critical justice in schools in Catalonia, Spain, and Baja California, Mexico: A Pilot Study In B. Barnett and P. Woods (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration (pp 173-200). Charlotte, NC: Information Age Publishing.  

Drysdale, L., Goode, H., Gurr, D. Reed, C. & Sedundary, P. (2021) Leading a learning community – A multi-layered approach. International Studies in Educational Administration, 49(3), 7-26.  

Forde C., and Torrance, D. (2021) Guest Editorial: The place of professional growth and professional learning in leading socially just schools. Professional Development in Education, Special Issue, 47(1), 3-6. https://doi.org/10.1080/19415257.2020.1848491  

Forde, C. , Torrance, D. , McMahon, M. and Mitchell, A. (2021) Middle leadership and social justice leadership in Scottish secondary schools: harnessing the Delphi method’s potential in a participatory action research process. International Studies in Educational Administration, 49(3), pp. 103-121. 

Forde, C. and Torrance, D. (2017) Social justice and leadership development. Professional Development in Education, 43(1), 19-35. https://doi.org: 10.1080/19415257.2015.1131733  

Forde, C. and Torrance, D. (2017) Social justice leaders: Critical moments in headteachers’/principals’ development. Research in Educational Administration & Leadership (REAL), 2(1), 29-52.  

Forde, C. M., Torrance, D., & Angelle, P.S. (2021). Caring practices and social justice leadership: Case studies of school principals in Scotland and USA. School Leadership and Management, 41(3), 211-228, DOI: 10.1080/13632434.2020.1866526  

Gautam, C. Rosario, A., & Alford, B. J. (2021). School improvement in a high-need school in Nepal and in Southern California: Vital practices and processes in fostering learning. In B. Barnett, and P. Woods (Eds.), Educational Leadership for Social Justice and Improving High Need Schools: Findings of Ten Years of International Collaboration (pp. 119-137). Information Age Publishing. 

Gautam, C., Alford , B. J., & Lowery, C.L. (2018). Local control of education, challenges, and opportunities: Stories of successful high need school leadership in Nepal. In I.D.A. Bravo, & P. Silva. (Eds.), National trends in educational organization: Between stability and change (Tendencias nacionales e internationales en organizacion educativa: Entre la establilidad y el cambio (450-463). Madrid, Spain: Wolters Kluwer.  

Gautam, C., Alford, B. J.& Khanal, M. (2015). Sustaining school improvement through an external and internal focus: A case study of a high need secondary school in Nepal. International Journal of Teacher Leadership, 6(1), 1-17.  

Gurr, D., & Drysdale, L. (2020) School leadership that matters. Leading and Managing, 26(1), 54-62.  

Gurr, D. & Drysdale, L. (2018) Leading high need schools: Findings from the International School Leadership Development Network. International Studies in Educational Administration, 46(1), 147- 156.  

Gurr, D. Drysdale, L. and Goode, H. (2021). Socially justice school leadership: Ten years of learning from each other. In B. Barnett, & P. Woods (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration. International Research on School Leadership  

Gurr, D., Drysdale, L., & Goode, H. (2021). International educational leadership projects. In B. Barnett, & P. Woods (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration (pp. 13-29). Charlotte: NC: Information Age Publishing 

Gurr, D., Drysdale, L., Clarke, S., & Wildy, H. (2014). High needs schools in Australia. Management in Education, 28(3), 86 - 90. https://doi.org/10.1177/08920206145376 

Gurr, D., Drysdale, L., Longmuir, F. McCrohan, K., McNae, R., Morrison M. & Robertson S. (2021). Leading successfully in high needs contexts: Australian and New Zealand cases. In B. Barnett, & P. Woods, (Eds.), Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration (pp. 135-152). Charlotte: NC: Information Age Publishing  

Gurr, D., Drysdale, L., Longmuir, F., & McCrohan, K. (2018). The leadership, culture and context nexus: Lessons from the leadership of improving schools. International Studies in Educational Administration, 46(1), 22-44.  

Gurr, D., Drysdale, L., Longmuir, F., & McCrohan, K. (2018). Leading the improvement of schools in challenging circumstances. International Studies in Educational Administration, 46(1), 22-44. 

Gurr, D., Drysdale, L., Longmuir, F., McCrohan, K., McNae, R., Morrison, M., & Robertson, S. (2020). Social Justice and High Needs Schools in Australian and New Zealand. Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from In: Woods, P. and B. Barnett (eds), 10 Years of International Collaboration. Series: International research on school leadership, Information Age Publishing: Charlotte, North Carolina.  

Gurr, D., Drysdale, L., Longmuir, F., & McCrohan, K. (2019). Successful school leadership that is culturally sensitive but not context constrained. In E. Murakami, D. Gurr, & R. Notman (Eds.), Leadership, Culture and School Success in High-Need Schools (pp. 25-44). Charlotte: NC: Information Age Publishing  

Gurr, D., Longmuir, F., & Reed, C. (2021). Creating successful and unique schools: leadership, context and systems thinking perspectives. Journal of Educational Administration, 59(1), 59-76. 

Gurr, D., Murakami, R., & Notman, R., (2019) Making world connections: Educational leadership in high-need schools. In E. Murakami, D. Gurr, & R. Notman (Eds.), Leadership, Culture and School Success in High-Need Schools (pp. 185-194). Charlotte: NC: Information Age Publishing 

Hans, K., Ylimaki, R., Moyi, P., Hardie, S., Andreoli, P., & Dou, J. (2019). Getting off the List: Leadership, Learning and Context in Two Rural, High-Needs Schools. Journal of School Leadership. DOI: 10.1177/1052684619867474  

Jones, K., Angelle, P. S., & Lohmann-Hancock, C. (2019). Local implementation of national policy: Social justice perspectives from the USA, India, and Wales. In P. S. Angelle, & D. Torrance (Eds.), Cultures of Social Justice Leadership: An Intercultural Context of Schools (pp. 169-194). Basingstoke UK: Palgrave McMillan. DOI: 10.1007/978-3-030-10874-8_8 

King, F., Travers, J. (2017). Social Justice Leadership through the lens of ecological systems theory. In: P. Angelle (Ed.). Global Perspective of Social Justice Leadership for School Principals (pp. 147-165). Charlotte: Information Age Publishing-IAP.  

King, F. Forde, C., Razzaq, J. and Torrance D. (2019). Systems of education governance and cultures of justice in Ireland, Scotland and Pakistan. In P. S. Angelle, & D. Torrance (Eds.), Cultures of Justice: Intercultural Studies of Social Justice Enactment (pp 67-92). London: Palgrave. DOI: 10.1007/978-3-030-10874-8_4 

King, F., Travers, J., & McGowan, J. (2021). The importance of context in social justice leadership: Implications for policy and practice. European Journal of Educational Research, 10(4), 1989-2002. https://doi.org/10.12973/eu-jer.10.4.1989  

Klar, H. W., Moyi, P., Ylimaki, R. M., Hardie, S., Andreoli, P. M., Dou, J., Harrington, K., Roper, C., & Buskey, F. C. (2019). Getting off the list: Leadership, learning, and context in two rural, high-needs schools. Journal of School Leadership, 1-22. https://doi.org10.1177/1052684619867474  

Longmuir, F. (2019). Resistant leadership: Countering dominant paradigms in school leadership. Journal of Educational Administration and History, 51(3), 256-272. https://doi.org/10.1080/00220620.2019.1583172  

Mahfouz, J., El-Mehtar, N., Osman, E., Kotok, S. (2019). Challenges and agency: Principals responding to the Syrian refugee crisis in Lebanese public schools. International Journal of Leadership in Education, 23(1), 24- 40. https://doi.org/10.1080/13603124.2019.1613570  

McNae, R. & Barnard, S. (2021). Educational Leadership for Social Justice: Bringing Connection, Collaboration and Care from Margins to Centre. Bloomsbury. DOI: 10.1007/978-3-030-74497-7_11 

McNae, R. & Morrison, M., & Branson, C. (2015). Leading for Social Justice. Journal of Educational Leadership, Policy and Practice, 30(1), 1-4.  

McNae, R. (2015). Women leading across the continents: Perspectives and possibilities. Gender and Education, 27(3), 288-303.  

McNae, R. (2017). Making sense of self: Leaders of and for social justice in Aotearoa New Zealand. In P.S. Angelle (Ed.), A global perspective of social justice leadership for school principals. Tennessee, United States of America: Information Age Publishing.  

McNae, R. (2018). Women leading for social justice in higher education: Surfacing hope in challenging times. In H. Sobehart (Ed.), Women Leading Education Across the Continents (pp. 88-96). Rowman & Littlefield Education with the American Association of School Administrators (AASA).  

McNae, R., & Reilly, E. C. (2018). Upoko whakakapi. In H. Sobehart (Ed.),  Women Leading Education Across the Continents (pp. 187-191). Rowman & Littlefield Education with the American Association of School Administrators.  

Mitchell, A. (2021). Leadership during a pandemic. Teaching Scotland, 88, 24-25.  

Morrison, M., Branson, C., & McNae, R. (2015). Multiple hues: New Zealand school leaders’ perceptions of social justice. Journal of Educational Leadership, Policy and Practice, 30(1), 4-16.  

Morrison, M., Notman, R., McNae, R. (2017). Transcending the personal and political: Provocations. In R. McNae, R. Notman and M. Morrison (Eds.), Educational Leadership in Aotearoa New Zealand: Issues of context and social justice. New Zealand: New Zealand Council for Educational Research.  

Murakami, E., Notman, R., & Gurr, D. (2019). Leadership, culture and school success in high-need schools. In E. Murakami, D. Gurr, & R. Notman (Eds.), Leadership, Culture and School Success in High-Need Schools (pp. 11-19). Charlotte: NC: Information Age Publishing.  

Norberg, K., Arlestig, H., & Angelle, P. S. (2014). Global conversations about social justice: The Swedish−US example. Management in Education, 28(3), 101–105. https://doi.org/10.1177/0892020614535949  

Okilwa, N. S. (2021). Leading in a diverse context: Principal’s efforts to create an inclusive elementary School for refugee students. In J. C. Veenis, S. Robertson, & J. R. Berry (Eds.), Multiculturalism and multilingualism at the crossroads of school leadership (pp. 111-130). Springer, Cham. https://doi.org/10.1007/978-3-030-54750-9_7 

Okilwa, N. S. (2021). Review of methodological approaches in studies of high-needs schools across multinational contexts. In B. G. Barnett & P. A. Woods (Eds.), Educational leadership for social justice and improving high-needs schools: Findings from 10 years of international collaboration (pp. 93-112). Charlotte, NC: IAP Inc.  

Okilwa, N. S. A., & Barnett, B. G. (2018). Four successive leaders’ response to a high needs urban elementary school context. International Studies in Educational Administration, 46(1), 45-85.  

Okilwa, N. S. A., & Barnett, B. G. (2021). Strategies and practices of leading schools during the current COVID-19 crisis. International Studies in Educational Administration, 49(3), 61-81.  

Okilwa, N. S., & Barnett, B. (2019). Sustaining a culture of academic success at a high-needs elementary school. In E. Murakami, D. Gurr., & R. Notman (Eds.), Educational leadership, culture and school success in high-need schools (pp. 149-168). Charlotte, NC: Information Age Publishing. 

Okilwa, N., & Barnett, B. G. (2017). Sustaining school improvement in a high-need school: Longitudinal analysis of Robbins Elementary School (USA) from 1993 to 2015. Journal of Educational Administration, 55(3), 297-315. DOI:10.1108/JEA-03-2016-0034 

Oldham, A. N., Flood, L. D., & Angelle, P. S. (2020). Support for marginalized children: Influences of micro and meso contexts on socially just principal practices. NASSP Bulletin, 104(4), 292-313. https://doi.org/10.1177/0192636520976865 

Örücü, D., Arar, K. & Mahfouz, J. (2021). Three contexts as the post-migration ecology for refugees: School principals’ challenges and strategies in Turkey, Lebanon, and Germany. Leadership and Policy in Schools, 20(1), 41-56. https://doi.org/10.1080/15700763.2020.1833044  

Örücü, D., Arar, K., & Mahfouz, J. (2021). A comparison of social justice leadership meaning and praxis: The interplay of unique social cultural contexts in Turkish, Palestinian, and Lebanese high needs schools. In P.A. Woods, & B. Barnett (Eds.), Educational Leadership for Social Justice and Improving High-Need schools: Findings from 10 Years of International Collaboration (153-173). Charlotte, NC: Information Age Publishing. 

Robertson S. & Notman R. (2013) Leadership factors that influence development of teacher practice. Journal of Educational Leadership, Policy and Practice, 28(2). 

Robertson, S. (2017). Leading a school merger in a high-needs setting. In R. McNae, M. Morrison, & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice (pp. 143-158). NZCER Press.  

Robertson, S. (2017). Transformation of professional identity in an experienced primary school principal: A New Zealand case study. Educational Management Administration & Leadership, 45(5), 774-789. https://doi.org/10.1177/1741143217707519 

Robertson, S. (2018). A New Zealand principal’s perceptions of identity and change. Leading & Managing: Journal of the Australian Council of Educational Leaders, 24(1) 33-46.  

Robertson, S. (2021). The leader-self: Two New Zealand principals respond to social justice issues. International Journal of Leadership in Education. doi.org/10.1080/13603124.2021.1922756  

Robinson K., & King F. (2017). Introduction to special issue. Research In Educational Administration and Leadership, 2(1), 1-8. https://doi.org/10.30828/real/2017.1.1  

Silva, P., Antúnez, S., & Slater, C. L. (2021). Towards social justice in highly complex schools in Catalonia, Spain. Educational Management Administration & Leadership, 49(2), 336-351. DOI: 10.1177/1741143219898487 

Silva, P., Slater, C. L., Gorosave, G. L., Cerdas, V., Torres, N., Antunez, S., & Briceno, F. (2017). Educational leadership for social justice in Costa Rica, Mexico, and Spain. Journal of Educational Administration, 55(3), 316-333. DOI 10.1108/JEA-03-2016-0033  

Slater, C. L., Gorosave, G. L., Silva, P., Torres, N., Romero, A., & Antúnez, S. (2017). Women becoming social justice leaders with an inclusive viewin Costa Rica, Mexico, and Spain. Research in Educational Administration and Leadership, 2(1), 78-104. DOI:10.30828/real/2017.1.5 

Slater, C. L., Silva, P., Lopez Gorosave, G., Morrison, M., Antúnez, S., Corrales Maytorena, B. M., & McNae, R. (2019). Leadership for social justice in schools in Mexico, New Zealand and Spain. In: P. Angelle, & D. Torrance, D. (Eds.), Cultures of Justice: Intercultural Studies of Social Justice Enactment (pp. 121-146). Palgrave Publishers, Ltd. DOI: 10.1007/978-3-030-10874-8_6 

Slater, C., Antúnez, S., & Silva, P. (2021). Social justice leadership in Spanish schools: Researcher perspectives. Leadership and Policy in Schools, 20(1), 111-126. https://doi.org/10.1080/15700763.2020.1838553 

Slater, C.L. (2017). Social justice beliefs and the positionality of researchers. In P.S. Angelle (Ed.), A Global Perspective of Social Justice Leadership for School Principals. Charlotte, NC: Information Age Publishing Inc.  

Slater, C.L., Lopez Gorosave, G., Cerdas,V., Rosabal, S., Torres, N., & Briceno, F. (2016). Teachers’ perceptions of social justice and school leadership in Costa Rica and Mexico. Journal of Educational Leadership Policy and Practice, 31(2). 151-164.  

Slater, C.L., Potter, I., Torres, N., & Briceno, F. (2014). Understanding social justice leadership: An international exploration of the perspectives of two school leaders in Costa Rica and England. Management in Education, 28(30), 110-115. https://doi.org/10.1177/089202061453751 

Stevenson, H., & Barnett, B. (2010). Developing an international research collaboration between BELMAS and UCEA. UCEA Review, 51(1), 17-18. (Also appears in 2010 Management in Education, 24(2), 44-45. https://doi.org/10.1177/0892020610363081 

Sun, A. (2019). Social justice leadership in urban schools: What do Hispanic and Black principals do to promote social justice? Alberta Journal of Educational Research, 65(2), 146-162. https://doi.org/10.11575/ajer.v65i2.56600 

Sun, A. and Miller, R. (2020). Associations between principals of color and recruiting teachers of color in New Jersey Schools. AASA Journal of Scholarship & Practice, 16(4), 24-44.  

Szeto, E. (2021). How do principals’ practices reflect democratic leadership for inclusion in diverse school settings? A Hong Kong case study. Educational Management Administration & Leadership, 49(3), 471–492.

Szeto, E. (2014). From recipient to contributor: The story of a social justice leader in a Hong Kong primary school. Management in Education, 28(3), 116–119.

Szeto, E., Sin, K., & Leung, G. (2021). A cross-school PLC: how could teacher professional development of robot-based pedagogies for all students build a social-justice school? Professional Development in Education, 47(1), 141–155.

Szeto, E., Sin, K. F., & Volante, P. (2021). Middle Teacher Leadership Practice for Social Justice: Young People’s Career Development in Senior Secondary Education. International Studies in Educational Administration, 49(3), 78–98.

Szeto, E., & Cheng, A. Y. N. (2018). How do principals practise leadership for social justice in diverse school settings? A Hong Kong case study. Journal of Educational Administration, 56(1), 50–68.

Szeto, E., & Cheng, A. Y. N. (2017). Developing Early Career Teachers’ Leadership Through Teacher Learning. International Studies in Educational Administration, 45(3), 45–64.

Szeto, E., & Cheng, A. Y. N. (2017). Voices of school leaders for social justice in education across the world: A Hong Kong case report. In Angelle, P. (Ed.) A global perspective of social justice leadership for school principals. Charlotte, NC: Information Age Publishing.

Torrace, D., King, F., Potter, I., McNae, R., Forde, C., Miller, P., Angelle, p., Morrison, M., Ärlestig, H., Norberg, K., Branson, C., Szeto, E., Cheng, A., Travers, J. (2021). What factors helps and hinders work of social justice leaders. In B. Barnett, & P.A. Woods (Eds.), Educational leadership for social justice and improving high-needs schools: Findings from 10 years of international collaboration. Information Age Publishing, Inc. 

Torrance D. and Forde, C. (2017). Social justice leadership in Scottish education, Scottish Educational Review, 49(1), 51-66.  

Torrance, D., Forde, C., King, F. and Razzaq, J. (2021). What is the problem? A critical review of social justice leadership preparation and development. Professional Development in Education, 47(1): 22-35. http://doi.org/10.1080/19415257.2020.1787198  

Torrance, D. and Angelle, P. S. (2019). The influence of global contexts in the enactment of social justice. In: Angelle, P.S. and Torrance, D. (Eds.), Cultures of Social Justice Leadership: An Intercultural Context of Schools (pp 195-207). Series: Intercultural studies in education. Palgrave Macmillan: Cham, Switzerland. ISBN 9783030108731.  

Torrance, D. and Forde, C. (2015). To what extent can head teachers be held to account in the practice of social justice leadership? Journal of Educational Leadership, Policy and Practice. Special issue with a focus on school leadership for social justice, 30(1), 81-93.  

Torrance, D. and Forde, C. (2017) Policy and practice in social justice leadership in Scotland. In P. S. Angelle (Ed.), A Global Perspective of Social Justice Leadership for School Principals (pp. 187-208). Information Age Publishing, Inc.: Charlotte, NC. ISBN 9781681238739  

Torrance, D., Forde, C., King, F. and Razzaq, J. (forthcoming) Leadership Development and Social Justice. In P. A. Woods, M. Roberts, & H. Youngs (Eds.), Handbook on Leadership in Education. Cheltenham: Elgar.  

Torrance, D., Fuller, K., McNae, R., Roofe, C., & Arshad, R. (2017). A social justice perspective on women in educational leadership. In P. Miller (Ed.), Cultures of Educational Leadership: Global and Intercultural Perspectives (pp. 25-52). United Kingdom: Palgrave Macmillan. DOI: 10.1057/978-1-137-58567-7_2 

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