1Harris, A., Day, C. & Hadfield, M. (2003). Teahcers'perspectives on effective school leadership.Teachers and teaching:theory and practice, Vol.9, No. 1, pp.67-77.
2Henderson, J. G. & Hawthorne, R. D. (2000). Transformative curriculum leadership. Upper Saddle River, NJ: Merrill/Prentice Hall, pp. 17-18.
3Feldman, A. (2004). Teachers learning from teachers:Knowledge and understanding in collaborative action research,http://people.umass.edu/afeldman/TLFT html. 04-05-2004.
4Fullan, M. G. (1991). The New Meaning of Educational change. (2nd). London: Cassell,pp. 117-126.
5Burbank, M. D.& Kauchak, D. (2003). An alternative for professional development:investigations into effective collaboration. Teaching and Teacher Education, 19, pp.499-514.
6Fullan, M. G. (1991). The New Meaning of Educational change. (2nd). London: Cassell,pp.117-126.
7Shulman, L S. (1987). Knowledge and teaching. foundations of the new reform. In Okazawa-Rey, M et al. (Eds.). Teachers, Teaching,& Teacher Education. Harvard Educational Review, Reprint Series No. 19.
8Munby, H., Russell, T. & Martin, A. K. (2001). Teachers'Knowledge and How It Develops In handbook of research on teaching,4th ed. edited by Richardson, V. Washingtor, D.C American Educational Research Association
9See Roberts, S. M. & Pruitt, E. Z.(2003). Schools as professional Learning Communities.Collaborative Activities and Strategies for Professional Development. California: Corwin Press, P.60.
10See Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M.(1998). Supervision oflnstruction: A development approach (4th ed.).Boston: Allyn & Bacon, p.54.
