Teachers’ Association of the United S tates, Mr . Robert Carleton, secretary , and through them, to Mr . Guy Pruce of the Newark Teachers’ College, for generous permission to use material from the series entitled Science Teaching Today; and the New York S tate Department of Education which granted permission to
The most recent and comprehensive review of the teacher leadership literature (York-Barr & Duke, 2004; see also Murphy, 2005) was able to locate only five empirical studies of teacher leadership effects on pupils and none reported significant positive effects. Moreover, both teacher leadership and distributed leadership qualify as movements
of New York . Aki Murata, Mills College and Stanford University * Susan Landry and Susan Gunnewig, University of Texas, Houston, also made valuable contributions to early drafts. California Department of Education • Preschool Learning Foundations, Volume 1 ii