Peter Sleegers
Peter Sleegers
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Transformational and transactional leadership effects on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The …
S Nguni, P Sleegers, E Denessen
School effectiveness and school improvement 17 (2), 145-177, 2006
How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices
EEJ Thoonen, PJC Sleegers, FJ Oort, TTD Peetsma, FP Geijsel
Educational administration quarterly 47 (3), 496-536, 2011
Social network theory and educational change
JW Little
Harvard Education Press, 2010
Transformational leadership effects on teachers’ commitment and effort toward school reform
F Geijsel, P Sleegers, K Leithwood, D Jantzi
Journal of educational administration, 2003
Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate
NM Moolenaar, AJ Daly, PJC Sleegers
Educational administration quarterly 46 (5), 623-670, 2010
Teaming up: Linking collaboration networks, collective efficacy, and student achievement
NM Moolenaar, PJC Sleegers, AJ Daly
Teaching and teacher education 28 (2), 251-262, 2012
Parental involvement and educational achievement
G Driessen, F Smit, P Sleegers
British educational research journal 31 (4), 509-532, 2005
Successful principal leadership in times of change: An international perspective
C Day, K Leithwood
Springer Science & Business Media, 2007
The effect of teacher psychological and school organizational and leadership factors on teachers' professional learning in Dutch schools
FP Geijsel, PJC Sleegers, RD Stoel, ML Krüger<? Pub Caret?>
The elementary school journal 109 (4), 406-427, 2009
One teacher's identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms
K Van Veen, P Sleegers, PH Van de Ven
Teaching and teacher education 21 (8), 917-934, 2005
The effect of peer socioeconomic status on student achievement: A meta-analysis
R Van Ewijk, P Sleegers
Educational Research Review 5 (2), 134-150, 2010
How does it feel? Teachers' emotions in a context of change
K Van Veen, P Sleegers
Journal of Curriculum studies 38 (1), 85-111, 2006
The impact of school leadership on school level factors: Validation of a causal model
ML Krüger, B Witziers, P Sleegers
School Effectiveness and School Improvement 18 (1), 1-20, 2007
Conditions fostering the implementation of large-scale innovation programs in schools: Teachers’ perspectives
F Geijsel, P Sleegers, R van den Berg, G Kelchtermans
Educational Administration Quarterly 37 (1), 130-166, 2001
Modeling the influence of school leaders on student achievement: how can school leaders make a difference?
G ten Bruggencate, H Luyten, J Scheerens, P Sleegers
Educational administration quarterly 48 (4), 699-732, 2012
New learning and the classification of learning environments in secondary education
A de Kock, P Sleegers, MJM Voeten
Review of educational research 74 (2), 141-170, 2004
Segregation by choice? A study of group‐specific reasons for school choice
E Denessen*, G Driessena, P Sleegers
Journal of education policy 20 (3), 347-368, 2005
Teachers' professional development: Europe in international comparison
J Scheerens
Dictus Publ., 2011
Social networks, trust, and innovation. How social relationships support trust and innovative climates in Dutch Schools
NM Moolenaar, PJC Sleegers
Social network theory and educational change, 97-114, 2010
Can teachers motivate students to learn?
EEJ Thoonen, PJC Sleegers, TTD Peetsma, FJ Oort
Educational studies 37 (3), 345-360, 2011
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