Prof Christine Forde

  • Professor Emerita (School of Education)

email: Christine.Forde@glasgow.ac.uk

St Andrew's Building, 11 Eldon Street, Glasgow, G3 6NH

ORCID iDhttps://orcid.org/0000-0001-6484-1704

Publications

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Jump to: 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 1998
Number of items: 87.

2022

Forde, C. , Torrance, D. , Mitchell, A., McMahon, M. and Harvie, J. (2022) Education governance and the role of the headteacher: the new policy problem in Scottish education. Management in Education, 36(1), pp. 18-24. (doi: 10.1177/08920206211057348)

2021

Torrance, D. , Forde, C. , Mitchell, A., Harvie, J. and McMahon, M. (2021) Using the Delphi Method to Investigate the Work of School Middle Leadership Teams. ECER 2021 European Conference on Educational Research, 06-10 Sep 2021.

Forde, C. , Harvie, J. , McMahon, M. , Mitchell, A. and Torrance, D. (2021) Back on Track or Re-envisioning a Different Track. Social Justice Leadership and its Implications in the Post-Pandemic Scottish Education Systems. BELMAS UK Review Webinar: Post COVID Future of Educational Leadership and Administration, 26 May 2021.

Torrance, D. et al. (2021) What factors help and hinder the work of social justice leaders? A summary of findings from the social justice leadership strand. In: Barnett, B. G. and Woods, P. A. (eds.) Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration. Series: International research on school leadership. Information Age Publishing: Charlotte, North Carolina, pp. 51-72. ISBN 9781648023736

Torrance, D. , Mitchell, A., Harvie, J. , McMahon, M. and Forde, C. (2021) How Can Leadership-as-Practice and Collective Leadership Re-Vision Headship? Colloquium on Collective Leadership and L-A-P: How Can We Raise Each Other Up, 21 Jan 2021.

Forde, C. and Torrance, D. (2021) Leadership at all levels: system alignment through empowerment in Scottish education? School Leadership and Management, 41(1-2), pp. 22-40. (doi: 10.1080/13632434.2020.1825372)

Forde, C. , Torrance, D. and 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), pp. 211-228. (doi: 10.1080/13632434.2020.1866526)

Forde, C. , Torrance, D. , 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), pp. 22-35. (doi: 10.1080/19415257.2020.1787198)

Torrance, D. , Forde, C. , McMahon, M. A. , Mitchell, A. and Harvie, J. (2021) Potential theoretical approaches to support the critical exploration of ‘the problem(s)’ of preparing, recruiting and retaining headteachers in Scotland. In: Mifsud, D. (ed.) Narratives of Educational Leadership. Series: Educational Leadership Theory. Springer: Singapore, pp. 131-158. ISBN 9789811658303 (doi: 10.1007/978-981-16-5831-0_6)

2020

Forde, C. and Kerrigan, K. (2020) The development of middle leadership in schools in Wales: a desktop study. A report for the National Academy for Educational Leadership in Wales. Project Report. University of Glasgow, Glasgow.

2019

Forde, C. , Hamilton, G., Ní Bhróithe, M., Nihill, M. and Rooney, A. M. (2019) Evolving policy paradigms of middle leadership in Scottish and Irish education policy. School Leadership and Management, 39(3-4), pp. 297-314. (doi: 10.1080/13632434.2018.1539962)

Forde, C. and McMahon, M. (2019) Teacher Quality, Professional Learning and Policy: Recognising, Rewarding and Developing Teacher Expertise. Palgrave McMillan: London. ISBN 9781137536532 (doi: 10.1057/978-1-137-53654-9)

King, F., Forde, C. , Razzaq, J. and Torrance, D. (2019) Systems of education governance and cultures of justice in Ireland, Scotland and Pakistan. In: Angelle, P.S. and Torrance, D. (eds.) Cultures of Social Justice Leadership : An Intercultural Context of Schools. Series: Intercultural studies in education. Palgrave Macmillan: Cham, Switzerland, pp. 67-92. ISBN 9783030108731

2018

Hamilton, G., Forde, C. and McMahon, M. (2018) Developing a coherent strategy to build leadership capacity in Scottish education. Management in Education, 32(2), pp. 72-78. (doi: 10.1177/0892020618762715)

2017

Forde, C. (2017) The school leader perspective: integrating schools with the communities they serve. In: Thorburn, M. (ed.) Wellbeing, Education and Contemporary Schooling. Routledge: Abingdon, Oxon ; New York, NY, pp. 79-83. ISBN 9781138668485

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

McKinney, S. and Forde, C. (2017) From the Editors. Scottish Educational Review, 49(1), pp. 1-2.

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

Forde, C. and Dickson, B. (2017) The place of leadership development for change agency in teacher education curricula for diversity. In: Florian, L. and Pantić, N. (eds.) Teacher Education for the Changing Demographics of Schooling: Issues for Research and Practice. Series: Inclusive learning and education equity (2). Springer: Cham, Switzerland, pp. 83-99. ISBN 9783319543888 (doi: 10.1007/978-3-319-54389-5_7)

Forde, C. and Torrance, D. (2017) Social justice and leadership development. Professional Development in Education, 43(1), pp. 106-120. (doi: 10.1080/19415257.2015.1131733)

McMahon, M. A. , Forde, C. and Murray, R. (2017) The development of accomplished teaching. In: Peters, M., Cowie, B. and Menter, I. (eds.) A Companion to Research in Teacher Education. Springer Nature: Singapore, pp. 87-100. ISBN 9789811040733 (doi: 10.1007/978-981-10-4075-7_6)

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

Torrance, D. and Forde, C. (2017) Redefining what it means to be a teacher through professional standards: implications for continuing teacher education. European Journal of Teacher Education, 40(1), pp. 110-126. (doi: 10.1080/02619768.2016.1246527)

2016

Forde, C. and McKinney, S.J. (2016) From the Editors. Scottish Educational Review, 48(1), pp. 1-2.

Forde, C. , O'Brien, J. P. and Patrick, F. (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. In: Martin, C. and Smith, H. (eds.) Mental Health and Well-Being in the Learning and Teaching Environment. Swan and Horn: London. ISBN 9781909675025

Forde, C. , McMahon, M. A. , Hamilton, G. and Murray, R. (2016) Rethinking professional standards to promote professional learning. Professional Development in Education, 42(1), pp. 19-35. (doi: 10.1080/19415257.2014.999288)

Forde, C. and Torrance, D. (2016) Changing expectations and experiences of headship in Scotland. International Studies in Educational Administration, 44(2), pp. 21-37.

2015

Forde, C. and McKinney, S. J. (2015) From the Editors. Scottish Educational Review, 47(2), pp. 1-4.

Forde, C. and McKinney, S.J. (2015) From the editors. Scottish Educational Review, 47(1), pp. 1-2.

Forde, C. (2015) Research and professional practice in Scottish education. In: Baguley, M. M., Findlay, Y. S. and Kerby, M. C. (eds.) Meaning and Motivation in Education Research. Routledge: London. ISBN 9781138810280

Forde, C. and Lowden, K. (2015) Aspirations to headship?: The views of experienced deputy headteachers in Scotland. Contemporary Education Leadership, 2(2), pp. 31-49.

McMahon, M. , Forde, C. and Dickson, B. (2015) Reshaping teacher education through the professional continuum. Educational Review, 67(2), pp. 158-178. (doi: 10.1080/00131911.2013.846298)

Torrance, D. and Forde, C. (2015) To what extent can headteachers be held to account in the practice of social justice leadership? Journal of Educational Leadership, Policy and Practice, 30(1), pp. 79-91.

2014

Forde, C. and Morley, J. (2014) Developing pedagogies for diversity in Scottish education. Netla: Veftimarit um Uppeldi og Menntun,

Forde, C. (2014) Is 'gender-sensitive education' a useful concept for educational policy? Cultural Studies in Science Education, 9(2), pp. 369-376. (doi: 10.1007/s11422-012-9432-0)

Morley, J. and Forde, C. (2014) Defining teaching for a global educational world: the development of professional standards. In: Diverse Teachers for Diverse Learners Conference, Glasgow, UK, 28 - 30 May 2014, pp. 3-4.

Forde, C. and McMahon, M. (2014) Leadership for learning: the evolving role of the primary teacher. In: Carroll, M. and McCulloch, M. (eds.) Understanding Teaching and Learning in Primary Education. SAGE: London. ISBN 9781446254820

Forde, C. and McKinney, S.J. (2014) From the Editors. Scottish Educational Review, 46(1), pp. 1-4.

Forde, C. and McKinney, S.J. (2014) From the Editors. Scottish Educational Review, 46(2), pp. 1-3.

Forde, C. and McMahon, M. (2014) Approaches to teacher effectiveness in Scotland: balancing development and accountability Publisher: Cengage Learning Asia. In: Tan, O. and Liu, W. (eds.) Teacher Effectiveness: Capacity Building in a Complex Learning Era. Cengage. ISBN 9789814605564

Forde, C. (2014) Understanding and acting on issues of diversity and social justice in education. In: Diverse Teachers for Diverse Learners, Glasgow, UK, 28 - 30 May 2014,

Razzaq, J. and Forde, C. (2014) The management of large scale change in Pakistan. School Leadership and Management, 34(3), pp. 299-316. (doi: 10.1080/13632434.2014.905467)

2013

Forde, C. (2013) The troublesome concept of 'gender': questions from feminist theology. In: McKinney, S. and Sullivan, J. (eds.) Education in a Catholic Perspective. Ashgate: Farnham, pp. 173-190. ISBN 9781409452713

Forde, C. , McMahon, M. , Gronn, P. and Martin, M. (2013) Being a leadership development coach: a multifaceted role. Educational Management Administration and Leadership, 41(1), pp. 105-119. (doi: 10.1177/1741143212462699)

Razzaq, J. and Forde, C. (2013) The impact of educational change on school leaders: experiences of Pakistani school leaders. Educational Management Administration and Leadership, 41(1), pp. 63-78. (doi: 10.1177/1741143212462698)

Forde, C. (2013) Issues of social justice and fairness in the development of aspiring headteachers: I hadn’t really thought about my values before…. In: Bogotoch, I. and Shields, C. (eds.) International Handbook of Educational Leadership and Social (In)Justice. Springer: New York. ISBN 9789400765542

Forde, C. (2013) The teacher as mother: exploring images of the teacher as mother in feminist utopian literature. In: McKinney, S. and McCluskey, R. (eds.) The Teacher: Image, Icon, Identity. Edwin Mellen Press, pp. 1-11.

Forde, C. , McMahon, M. and Gronn, P. (2013) Designing individualised leadership development programmes. School Leadership and Management, 33(5), pp. 440-456. (doi: 10.1080/13632434.2013.813455)

Forde, C. (2013) The role of the Director of Education in Scottish Education. In: Nir, A. E. (ed.) The Educational Superintendent: Between Trust and Regulation. Series: Education in a competitive and globalizing world. Nova Publishers: New York, NY, pp. 177-192. ISBN 9781629489728

2011

Forde, C. , McMahon, M. and Dickson, B. (2011) Leadership development in Scotland: after Donaldson. Scottish Educational Review, 43(2), pp. 55-69.

Forde, C. and O'Brien, J. (Eds.) (2011) Coaching and Mentoring: Developing Teachers and Leaders. Series: Policy and Practice. Dunedin Academic Press: Edinburgh, UK. ISBN 9781906716295

McMahon, M. , Forde, C. and Martin, M. (Eds.) (2011) Contemporary Issues in Learning and Teaching. SAGE: London. ISBN 9781849201278

Forde, C. (2011) Being a teacher leader. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage: London, pp. 153-164. ISBN 9781849201285

Forde, C. (2011) Leadership for learning: educating educational leaders. In: Townsend, A. and MacBeath, J. (eds.) International Handbook of Leadership for Learning. Series: Springer International Handbooks of Education (25). Springer, pp. 355-374. ISBN 9789400713505

Forde, C. (2011) Practice: overview. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage: London, pp. 127-129. ISBN 9781849201285

Forde, C. and McMahon, M. (2011) Accomplished Teaching, Accomplished Teachers in Scotland: A Report Submitted to the Committee Reviewing Teacher Employment in Scotland. Project Report. University of Glasgow, Glasgow, UK.

Forde, C. and O'Brien, J. (2011) Taking continuing teacher education forward. In: Forde, C. and O'Brien, J. (eds.) Coaching and Mentoring: Developing Teachers and Leaders. Dunedin Academic Press: Edinburgh, pp. 82-90. ISBN 9781906716295

Forde, C. , Torrance, D. and Carroll, M. (2011) Developing teachers as leaders. Scottish Educational Journal, 95(2), pp. 18-19.

McMahon, M. , Forde, C. and Martin, M. (2011) Introduction: Contemporary Issues in Learning and Teaching. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage, pp. 1-10. ISBN 9871849201285

2010

Forde, C. (2010) Developing Accomplished Teaching and Teachers. In: International Symposium on Accomplished Teaching, Glasgow, UK, 23-24 June 2010, pp. 1-10.

Forde, C. and Torrance, D. (2010) Supporting teacher leadership. Scottish Educational Journal, 94(2), pp. 12-13.

Forde, C. (2010) Accomplished teaching, accomplished teachers: national seminar Edinburgh 2010. In: International Symposium on Accomplished Teaching, Glasgow, UK, 23-24 June 2010,

2009

MacBeath, J., Gronn, P., Opher, D., Lowden, K. , Forde, C. , Cowie, M. and O'Brien, J. (2009) The Recruitment and Retention of Headteachers in Scotland. Project Report. Scottish Government Social Research, Edinburgh, UK.

Forde, C. , McMahon, M. and Reeves, J. (2009) Putting together professional portfolios. Sage: London. ISBN 9781412946698

Forde, C. and Torrance, D. (2009) Developing leadership and learning. Scottish Educational Journal, 93(3), p. 6.

Forde, C. and Torrance, D. (2009) Developing leadership and learning. Scottish Educational Journal, 93(4), p. 15.

2008

Davidson, J., Forde, C. , Gronn, P., MacBeath, J., McMahon, M. and Martin, M. (2008) Towards a mixed economy of Head Teacher development: Evaluation Report to the Scottish Government on the Flexible Routes to Headship Pilot. Project Report. Scottish Government, Edinburgh, UK.

Forde, C. (Ed.) (2008) Tackling gender inequality: Raising pupil achievement. Series: Policy and Practice in Education. Dunedin Academic Press: Edinburgh. ISBN 9781903765753

Condie, R., Head, G. and Forde, C. (2008) Taking gender forward. In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Series: Policy and Practice in Education, 20. Dunedin Academic Press: Edinburgh, pp. 67-72. ISBN 9781903765746

Forde, C. (2008) Gender in an inclusion agenda: boys first, girls first? In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Dunedin Academic Press: Edinburgh, pp. 1-13. ISBN 9781903765746

Forde, C. (2008) Revisioning ideas of citizenry: the female state and the construction of citizenship. In: Peters, M., Britton, A. and Blee, H. (eds.) Global Citizenship Education: Philosophy, Theory and Pedagogy. Sage: Rotterdam and Taipei. ISBN 9789087903749

Forde, C. (2008) The teacher as mother: exploring images of the teacher as mother in feminist utopian literature. In: The Teacher, Image, Icon and Identity: An Interdisciplinary Conference on Representations of the Teacher in Arts and Humanities, Glasgow, UK, 2-4 July 2008,

Forde, C. , Gronn, P., MacBeath, J., McMahon, M. , Martin, M. and Davidson, J. (2008) Coaching and the journey to school leadership [roundtable]. In: European Conference for Educational Research, Gothenburg, Sweden, 8-12 Sept 2008,

2007

Forde, C. (2007) Feminist Utopianism and Education: Educating for the Good Society. Series: Educational Futures: Rethinking Theory and Practice, 9. Sense Publishers: Rotterdam & Taipei. ISBN 9789087900571

Forde, C. , Devlin, A.M. , McMahon, M. , Hall, J. and Menter, I. (2007) Reforming teachers: how teachers conceive of their work. In: European Educational Research Association Annual Conference, Ghent, 19-20 Sept 2007,

Patrick, F. , Devlin, A. , McMahon, M. , McPhee, A., Hall, J., Forde, C. and Menter, I. (2007) Teacher Working Time Research (TWTR): survey results and teachers' professional identity. In: Joint Conference on Teacher Education and Teachers' Work, University of Strathclyde, Glasgow, 15 June 2007, (Unpublished)

2006

Forde, C. (2006) Feminist utopian thinking: solutions to the "gender problem" in education? In: Peters, M. and Freeman-Moir, D.J. (eds.) Edutopias: New Utopian Thinking in Education. Series: Bold visions in educational research, 5 (5). Sense Publishers: Rotterdam, The Netherlands, pp. 145-162. ISBN 9789077874141

Forde, C. , McMahon, M. , McPhee, A. and Patrick, F. (2006) Professional Development, Reflection and Enquiry. Paul Chapman Publishing: London. ISBN 9781412919364

Menter, I., McMahon, M. , Forde, C. , Hall, J., McPhee, A., Patrick, F. and Devlin, A.M. (2006) Teacher Working Time Research: Final Report to the Scottish Negotiating Committee for Teachers. Project Report. Scottish Government / Scottish Joint Negotiating Committee, Edinburgh, UK.

2005

McMahon, M. and Forde, C. (2005) Chartered teacher: enhancing practice, enriching professionalism. Professional Development Today, 9(1),

Reeves, J., Turner, E., Morris, B. and Forde, C. (2005) Changing their minds: the social dynamics of school leaders' learning. Cambridge Journal of Education, 35(2), pp. 253-273. (doi: 10.1080/03057640500147219)

2004

Reeves, J. and Forde, C. (2004) The social dynamics of changing practice. Cambridge Journal of Education, 34(1), pp. 83-102. (doi: 10.1080/0305764042000183142)

2003

Patrick, F. , Forde, C. and McPhee, A. (2003) Challenging the 'New Professionalism': from managerialism to pedagogy? Journal of In-Service Education, 29(2), pp. 237-254. (doi: 10.1080/13674580300200214)

Reeves, J., Forde, C. , Morris, B. and Turner, E. (2003) Social processes, work-based learning and the Scottish qualification for headship. In: Kydd, L., Anderson, L. and Newton, W. (eds.) Leading People and Teams in Education. Series: Leading and managing for effective education. Paul Chapman Publishing, pp. 57-69. ISBN 9780761940593

Reeves, J., Turner, E., Morris, B. and Forde, C. (2003) Culture and concepts: exploring the impact of CPD on aspiring headteachers. School Leadership and Management, 23(1), p. 5. (doi: 10.1080/1363243032000080005)

2002

Reeves, J., Forde, C. , O'Brien, J., Smith, P. and Tomlinson, H. (2002) Performance Management in Education: Improving Practice. Paul Chapman: London, UK. ISBN 9780761971719

1998

Reeves, J., Forde, C. , Casteel, V. and Lynas, R. (1998) Developing a model of practice: designing a framework for the professional development of school leaders and managers. School Leadership and Management, 18(2), pp. 185-196. (doi: 10.1080/13632439869637)

This list was generated on Mon May 16 18:45:13 2022 BST.
Number of items: 87.

Articles

Forde, C. , Torrance, D. , Mitchell, A., McMahon, M. and Harvie, J. (2022) Education governance and the role of the headteacher: the new policy problem in Scottish education. Management in Education, 36(1), pp. 18-24. (doi: 10.1177/08920206211057348)

Forde, C. and Torrance, D. (2021) Leadership at all levels: system alignment through empowerment in Scottish education? School Leadership and Management, 41(1-2), pp. 22-40. (doi: 10.1080/13632434.2020.1825372)

Forde, C. , Torrance, D. and 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), pp. 211-228. (doi: 10.1080/13632434.2020.1866526)

Forde, C. , Torrance, D. , 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), pp. 22-35. (doi: 10.1080/19415257.2020.1787198)

Forde, C. , Hamilton, G., Ní Bhróithe, M., Nihill, M. and Rooney, A. M. (2019) Evolving policy paradigms of middle leadership in Scottish and Irish education policy. School Leadership and Management, 39(3-4), pp. 297-314. (doi: 10.1080/13632434.2018.1539962)

Hamilton, G., Forde, C. and McMahon, M. (2018) Developing a coherent strategy to build leadership capacity in Scottish education. Management in Education, 32(2), pp. 72-78. (doi: 10.1177/0892020618762715)

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

McKinney, S. and Forde, C. (2017) From the Editors. Scottish Educational Review, 49(1), pp. 1-2.

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

Forde, C. and Torrance, D. (2017) Social justice and leadership development. Professional Development in Education, 43(1), pp. 106-120. (doi: 10.1080/19415257.2015.1131733)

Torrance, D. and Forde, C. (2017) Redefining what it means to be a teacher through professional standards: implications for continuing teacher education. European Journal of Teacher Education, 40(1), pp. 110-126. (doi: 10.1080/02619768.2016.1246527)

Forde, C. and McKinney, S.J. (2016) From the Editors. Scottish Educational Review, 48(1), pp. 1-2.

Forde, C. , McMahon, M. A. , Hamilton, G. and Murray, R. (2016) Rethinking professional standards to promote professional learning. Professional Development in Education, 42(1), pp. 19-35. (doi: 10.1080/19415257.2014.999288)

Forde, C. and Torrance, D. (2016) Changing expectations and experiences of headship in Scotland. International Studies in Educational Administration, 44(2), pp. 21-37.

Forde, C. and McKinney, S. J. (2015) From the Editors. Scottish Educational Review, 47(2), pp. 1-4.

Forde, C. and McKinney, S.J. (2015) From the editors. Scottish Educational Review, 47(1), pp. 1-2.

Forde, C. and Lowden, K. (2015) Aspirations to headship?: The views of experienced deputy headteachers in Scotland. Contemporary Education Leadership, 2(2), pp. 31-49.

McMahon, M. , Forde, C. and Dickson, B. (2015) Reshaping teacher education through the professional continuum. Educational Review, 67(2), pp. 158-178. (doi: 10.1080/00131911.2013.846298)

Torrance, D. and Forde, C. (2015) To what extent can headteachers be held to account in the practice of social justice leadership? Journal of Educational Leadership, Policy and Practice, 30(1), pp. 79-91.

Forde, C. and Morley, J. (2014) Developing pedagogies for diversity in Scottish education. Netla: Veftimarit um Uppeldi og Menntun,

Forde, C. (2014) Is 'gender-sensitive education' a useful concept for educational policy? Cultural Studies in Science Education, 9(2), pp. 369-376. (doi: 10.1007/s11422-012-9432-0)

Forde, C. and McKinney, S.J. (2014) From the Editors. Scottish Educational Review, 46(1), pp. 1-4.

Forde, C. and McKinney, S.J. (2014) From the Editors. Scottish Educational Review, 46(2), pp. 1-3.

Razzaq, J. and Forde, C. (2014) The management of large scale change in Pakistan. School Leadership and Management, 34(3), pp. 299-316. (doi: 10.1080/13632434.2014.905467)

Forde, C. , McMahon, M. , Gronn, P. and Martin, M. (2013) Being a leadership development coach: a multifaceted role. Educational Management Administration and Leadership, 41(1), pp. 105-119. (doi: 10.1177/1741143212462699)

Razzaq, J. and Forde, C. (2013) The impact of educational change on school leaders: experiences of Pakistani school leaders. Educational Management Administration and Leadership, 41(1), pp. 63-78. (doi: 10.1177/1741143212462698)

Forde, C. , McMahon, M. and Gronn, P. (2013) Designing individualised leadership development programmes. School Leadership and Management, 33(5), pp. 440-456. (doi: 10.1080/13632434.2013.813455)

Forde, C. , McMahon, M. and Dickson, B. (2011) Leadership development in Scotland: after Donaldson. Scottish Educational Review, 43(2), pp. 55-69.

Forde, C. , Torrance, D. and Carroll, M. (2011) Developing teachers as leaders. Scottish Educational Journal, 95(2), pp. 18-19.

Forde, C. and Torrance, D. (2010) Supporting teacher leadership. Scottish Educational Journal, 94(2), pp. 12-13.

Forde, C. and Torrance, D. (2009) Developing leadership and learning. Scottish Educational Journal, 93(3), p. 6.

Forde, C. and Torrance, D. (2009) Developing leadership and learning. Scottish Educational Journal, 93(4), p. 15.

McMahon, M. and Forde, C. (2005) Chartered teacher: enhancing practice, enriching professionalism. Professional Development Today, 9(1),

Reeves, J., Turner, E., Morris, B. and Forde, C. (2005) Changing their minds: the social dynamics of school leaders' learning. Cambridge Journal of Education, 35(2), pp. 253-273. (doi: 10.1080/03057640500147219)

Reeves, J. and Forde, C. (2004) The social dynamics of changing practice. Cambridge Journal of Education, 34(1), pp. 83-102. (doi: 10.1080/0305764042000183142)

Patrick, F. , Forde, C. and McPhee, A. (2003) Challenging the 'New Professionalism': from managerialism to pedagogy? Journal of In-Service Education, 29(2), pp. 237-254. (doi: 10.1080/13674580300200214)

Reeves, J., Turner, E., Morris, B. and Forde, C. (2003) Culture and concepts: exploring the impact of CPD on aspiring headteachers. School Leadership and Management, 23(1), p. 5. (doi: 10.1080/1363243032000080005)

Reeves, J., Forde, C. , Casteel, V. and Lynas, R. (1998) Developing a model of practice: designing a framework for the professional development of school leaders and managers. School Leadership and Management, 18(2), pp. 185-196. (doi: 10.1080/13632439869637)

Books

Forde, C. and McMahon, M. (2019) Teacher Quality, Professional Learning and Policy: Recognising, Rewarding and Developing Teacher Expertise. Palgrave McMillan: London. ISBN 9781137536532 (doi: 10.1057/978-1-137-53654-9)

Forde, C. , McMahon, M. and Reeves, J. (2009) Putting together professional portfolios. Sage: London. ISBN 9781412946698

Forde, C. (2007) Feminist Utopianism and Education: Educating for the Good Society. Series: Educational Futures: Rethinking Theory and Practice, 9. Sense Publishers: Rotterdam & Taipei. ISBN 9789087900571

Forde, C. , McMahon, M. , McPhee, A. and Patrick, F. (2006) Professional Development, Reflection and Enquiry. Paul Chapman Publishing: London. ISBN 9781412919364

Reeves, J., Forde, C. , O'Brien, J., Smith, P. and Tomlinson, H. (2002) Performance Management in Education: Improving Practice. Paul Chapman: London, UK. ISBN 9780761971719

Book Sections

Torrance, D. et al. (2021) What factors help and hinder the work of social justice leaders? A summary of findings from the social justice leadership strand. In: Barnett, B. G. and Woods, P. A. (eds.) Educational Leadership for Social Justice and Improving High-Needs Schools: Findings from 10 Years of International Collaboration. Series: International research on school leadership. Information Age Publishing: Charlotte, North Carolina, pp. 51-72. ISBN 9781648023736

Torrance, D. , Forde, C. , McMahon, M. A. , Mitchell, A. and Harvie, J. (2021) Potential theoretical approaches to support the critical exploration of ‘the problem(s)’ of preparing, recruiting and retaining headteachers in Scotland. In: Mifsud, D. (ed.) Narratives of Educational Leadership. Series: Educational Leadership Theory. Springer: Singapore, pp. 131-158. ISBN 9789811658303 (doi: 10.1007/978-981-16-5831-0_6)

King, F., Forde, C. , Razzaq, J. and Torrance, D. (2019) Systems of education governance and cultures of justice in Ireland, Scotland and Pakistan. In: Angelle, P.S. and Torrance, D. (eds.) Cultures of Social Justice Leadership : An Intercultural Context of Schools. Series: Intercultural studies in education. Palgrave Macmillan: Cham, Switzerland, pp. 67-92. ISBN 9783030108731

Forde, C. (2017) The school leader perspective: integrating schools with the communities they serve. In: Thorburn, M. (ed.) Wellbeing, Education and Contemporary Schooling. Routledge: Abingdon, Oxon ; New York, NY, pp. 79-83. ISBN 9781138668485

Forde, C. and Dickson, B. (2017) The place of leadership development for change agency in teacher education curricula for diversity. In: Florian, L. and Pantić, N. (eds.) Teacher Education for the Changing Demographics of Schooling: Issues for Research and Practice. Series: Inclusive learning and education equity (2). Springer: Cham, Switzerland, pp. 83-99. ISBN 9783319543888 (doi: 10.1007/978-3-319-54389-5_7)

McMahon, M. A. , Forde, C. and Murray, R. (2017) The development of accomplished teaching. In: Peters, M., Cowie, B. and Menter, I. (eds.) A Companion to Research in Teacher Education. Springer Nature: Singapore, pp. 87-100. ISBN 9789811040733 (doi: 10.1007/978-981-10-4075-7_6)

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

Forde, C. , O'Brien, J. P. and Patrick, F. (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. In: Martin, C. and Smith, H. (eds.) Mental Health and Well-Being in the Learning and Teaching Environment. Swan and Horn: London. ISBN 9781909675025

Forde, C. (2015) Research and professional practice in Scottish education. In: Baguley, M. M., Findlay, Y. S. and Kerby, M. C. (eds.) Meaning and Motivation in Education Research. Routledge: London. ISBN 9781138810280

Forde, C. and McMahon, M. (2014) Leadership for learning: the evolving role of the primary teacher. In: Carroll, M. and McCulloch, M. (eds.) Understanding Teaching and Learning in Primary Education. SAGE: London. ISBN 9781446254820

Forde, C. and McMahon, M. (2014) Approaches to teacher effectiveness in Scotland: balancing development and accountability Publisher: Cengage Learning Asia. In: Tan, O. and Liu, W. (eds.) Teacher Effectiveness: Capacity Building in a Complex Learning Era. Cengage. ISBN 9789814605564

Forde, C. (2013) The troublesome concept of 'gender': questions from feminist theology. In: McKinney, S. and Sullivan, J. (eds.) Education in a Catholic Perspective. Ashgate: Farnham, pp. 173-190. ISBN 9781409452713

Forde, C. (2013) Issues of social justice and fairness in the development of aspiring headteachers: I hadn’t really thought about my values before…. In: Bogotoch, I. and Shields, C. (eds.) International Handbook of Educational Leadership and Social (In)Justice. Springer: New York. ISBN 9789400765542

Forde, C. (2013) The teacher as mother: exploring images of the teacher as mother in feminist utopian literature. In: McKinney, S. and McCluskey, R. (eds.) The Teacher: Image, Icon, Identity. Edwin Mellen Press, pp. 1-11.

Forde, C. (2013) The role of the Director of Education in Scottish Education. In: Nir, A. E. (ed.) The Educational Superintendent: Between Trust and Regulation. Series: Education in a competitive and globalizing world. Nova Publishers: New York, NY, pp. 177-192. ISBN 9781629489728

Forde, C. (2011) Being a teacher leader. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage: London, pp. 153-164. ISBN 9781849201285

Forde, C. (2011) Leadership for learning: educating educational leaders. In: Townsend, A. and MacBeath, J. (eds.) International Handbook of Leadership for Learning. Series: Springer International Handbooks of Education (25). Springer, pp. 355-374. ISBN 9789400713505

Forde, C. (2011) Practice: overview. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage: London, pp. 127-129. ISBN 9781849201285

Forde, C. and O'Brien, J. (2011) Taking continuing teacher education forward. In: Forde, C. and O'Brien, J. (eds.) Coaching and Mentoring: Developing Teachers and Leaders. Dunedin Academic Press: Edinburgh, pp. 82-90. ISBN 9781906716295

McMahon, M. , Forde, C. and Martin, M. (2011) Introduction: Contemporary Issues in Learning and Teaching. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage, pp. 1-10. ISBN 9871849201285

Condie, R., Head, G. and Forde, C. (2008) Taking gender forward. In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Series: Policy and Practice in Education, 20. Dunedin Academic Press: Edinburgh, pp. 67-72. ISBN 9781903765746

Forde, C. (2008) Gender in an inclusion agenda: boys first, girls first? In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Dunedin Academic Press: Edinburgh, pp. 1-13. ISBN 9781903765746

Forde, C. (2008) Revisioning ideas of citizenry: the female state and the construction of citizenship. In: Peters, M., Britton, A. and Blee, H. (eds.) Global Citizenship Education: Philosophy, Theory and Pedagogy. Sage: Rotterdam and Taipei. ISBN 9789087903749

Forde, C. (2006) Feminist utopian thinking: solutions to the "gender problem" in education? In: Peters, M. and Freeman-Moir, D.J. (eds.) Edutopias: New Utopian Thinking in Education. Series: Bold visions in educational research, 5 (5). Sense Publishers: Rotterdam, The Netherlands, pp. 145-162. ISBN 9789077874141

Reeves, J., Forde, C. , Morris, B. and Turner, E. (2003) Social processes, work-based learning and the Scottish qualification for headship. In: Kydd, L., Anderson, L. and Newton, W. (eds.) Leading People and Teams in Education. Series: Leading and managing for effective education. Paul Chapman Publishing, pp. 57-69. ISBN 9780761940593

Edited Books

Forde, C. and O'Brien, J. (Eds.) (2011) Coaching and Mentoring: Developing Teachers and Leaders. Series: Policy and Practice. Dunedin Academic Press: Edinburgh, UK. ISBN 9781906716295

McMahon, M. , Forde, C. and Martin, M. (Eds.) (2011) Contemporary Issues in Learning and Teaching. SAGE: London. ISBN 9781849201278

Forde, C. (Ed.) (2008) Tackling gender inequality: Raising pupil achievement. Series: Policy and Practice in Education. Dunedin Academic Press: Edinburgh. ISBN 9781903765753

Research Reports or Papers

Forde, C. and Kerrigan, K. (2020) The development of middle leadership in schools in Wales: a desktop study. A report for the National Academy for Educational Leadership in Wales. Project Report. University of Glasgow, Glasgow.

Forde, C. and McMahon, M. (2011) Accomplished Teaching, Accomplished Teachers in Scotland: A Report Submitted to the Committee Reviewing Teacher Employment in Scotland. Project Report. University of Glasgow, Glasgow, UK.

MacBeath, J., Gronn, P., Opher, D., Lowden, K. , Forde, C. , Cowie, M. and O'Brien, J. (2009) The Recruitment and Retention of Headteachers in Scotland. Project Report. Scottish Government Social Research, Edinburgh, UK.

Davidson, J., Forde, C. , Gronn, P., MacBeath, J., McMahon, M. and Martin, M. (2008) Towards a mixed economy of Head Teacher development: Evaluation Report to the Scottish Government on the Flexible Routes to Headship Pilot. Project Report. Scottish Government, Edinburgh, UK.

Menter, I., McMahon, M. , Forde, C. , Hall, J., McPhee, A., Patrick, F. and Devlin, A.M. (2006) Teacher Working Time Research: Final Report to the Scottish Negotiating Committee for Teachers. Project Report. Scottish Government / Scottish Joint Negotiating Committee, Edinburgh, UK.

Conference or Workshop Item

Torrance, D. , Forde, C. , Mitchell, A., Harvie, J. and McMahon, M. (2021) Using the Delphi Method to Investigate the Work of School Middle Leadership Teams. ECER 2021 European Conference on Educational Research, 06-10 Sep 2021.

Forde, C. , Harvie, J. , McMahon, M. , Mitchell, A. and Torrance, D. (2021) Back on Track or Re-envisioning a Different Track. Social Justice Leadership and its Implications in the Post-Pandemic Scottish Education Systems. BELMAS UK Review Webinar: Post COVID Future of Educational Leadership and Administration, 26 May 2021.

Torrance, D. , Mitchell, A., Harvie, J. , McMahon, M. and Forde, C. (2021) How Can Leadership-as-Practice and Collective Leadership Re-Vision Headship? Colloquium on Collective Leadership and L-A-P: How Can We Raise Each Other Up, 21 Jan 2021.

Conference Proceedings

Morley, J. and Forde, C. (2014) Defining teaching for a global educational world: the development of professional standards. In: Diverse Teachers for Diverse Learners Conference, Glasgow, UK, 28 - 30 May 2014, pp. 3-4.

Forde, C. (2014) Understanding and acting on issues of diversity and social justice in education. In: Diverse Teachers for Diverse Learners, Glasgow, UK, 28 - 30 May 2014,

Forde, C. (2010) Developing Accomplished Teaching and Teachers. In: International Symposium on Accomplished Teaching, Glasgow, UK, 23-24 June 2010, pp. 1-10.

Forde, C. (2010) Accomplished teaching, accomplished teachers: national seminar Edinburgh 2010. In: International Symposium on Accomplished Teaching, Glasgow, UK, 23-24 June 2010,

Forde, C. (2008) The teacher as mother: exploring images of the teacher as mother in feminist utopian literature. In: The Teacher, Image, Icon and Identity: An Interdisciplinary Conference on Representations of the Teacher in Arts and Humanities, Glasgow, UK, 2-4 July 2008,

Forde, C. , Gronn, P., MacBeath, J., McMahon, M. , Martin, M. and Davidson, J. (2008) Coaching and the journey to school leadership [roundtable]. In: European Conference for Educational Research, Gothenburg, Sweden, 8-12 Sept 2008,

Forde, C. , Devlin, A.M. , McMahon, M. , Hall, J. and Menter, I. (2007) Reforming teachers: how teachers conceive of their work. In: European Educational Research Association Annual Conference, Ghent, 19-20 Sept 2007,

Patrick, F. , Devlin, A. , McMahon, M. , McPhee, A., Hall, J., Forde, C. and Menter, I. (2007) Teacher Working Time Research (TWTR): survey results and teachers' professional identity. In: Joint Conference on Teacher Education and Teachers' Work, University of Strathclyde, Glasgow, 15 June 2007, (Unpublished)

This list was generated on Mon May 16 18:45:13 2022 BST.