Articles

Stoll, L. (2015) Enhancing teaching and learning through enquiry-based collaborative R&D, journal für schulentwicklung, 4: 45-52.

Stoll, L., Brown, C., Spence-Thomas, K. and Taylor, C. (2015) Perspectives on teacher leadership for evidence-informed improvement in England, Leading and Managing, 21 (2): 76-91.

Hopkins, D. Stringfield, S. Harris, A. Stoll, L. and Mackay, A. (2014) School and system improvement: a narrative state-of-the-art review, School Effectiveness and School Improvement, 25 (2): 257-281.

Stoll, L. (2014) Creative leadership: möglichkeiten unde grenzen, Schulmanagement, 4: 19-22. [German professional journal]

Stoll, L. (2013) Systemwide reform under pressure: a global perspective on learning and change, Journal of Educational Administration, 51 (4): 564-570.

Harris, A., Chapman, C., Muijs, D., Reynolds, D., Campbell, C., Creemers, B., Earl, L., Kyriakides, L., Munoz, G., Stoll, L., Stringfield, S., van Velzen, B. and Weinstein, J. (2013) Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base, School Leadership and Management, 33 (1): 3-19.

Stoll, L. (2012) Stimulating learning conversations, Professional Development Today, 14 (4): 6-12.

Stoll, L. (2011) Creative harmony: songlines for changing learning landscapes. The Australian Educational Leader, 33 (3): 10-15.

Stoll, L., Swanwick, T., Foster-Turner, J and Moss, F. (2011) Leadership development for junior doctors: what can we learn from “Darzi” Fellowships in clinical leadership? International Journal of Leadership in Public Services, 7 (4): 273-286.

Stoll, L. (2009) Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change, 10 (2): 115-127.

Stoll, L. and Temperley, J. (2009) Creative leadership: a challenge of our times, School Leadership and Management, 29 (1): 63-76.

Stoll, L. and Temperley, J. (2009) Creative leadership teams: capacity building and succession planning. Management in Education, 23 (1): 12-18.

Stoll, L., Bolam, R., McMahon, A., Wallace, M. and Thomas, S. (2006) Professional learning communities: a review of the literature, Journal of Educational Change, 7 (4): 221-258.

Stoll, L., McMahon, A. and Thomas, S. (2006) Identifying and leading effective professional learning communities. Journal of School Leadership, 16 (5), 620-640.

Stoll, L. (2006) System thinkers in action: the future of educational change: response to Michael Fullan, Journal of Educational Change, 7 (3): 123-127.

Nausheen, M. and Stoll, L. (2005) Pupils’ perceptions of learning in the middle years, Bulletin of Education and Research.13, (1-2): 19-36. Institute of Education and Research University of the Punjab.

Stobart, G. and Stoll, L. (2005) The Key Stage 3 Strategy: what kind of reform is this? Cambridge Journal of Education. 35 (2): 225-238.

 Stoll, L. and Hawkey, K. (2005) Professional learning communities: what, how and why? Professional Development Today, 9 (10): 32-39.

 Stoll, L. and Stobart, G. (2005) Implementing middle years reform in England, Orbit [OISE], 35 (1), 41-44.

Wikeley, F., Stoll, L., Murillo, J. and de Jong, R. (2005) Evaluating Effective School Improvement: case studies of programmes in eight European countries and their contribution to the Effective School Improvement model, School Effectiveness and School Improvement, 16 (4): 387-406.

 Muijs, D., Harris, A., Chapman, C, Stoll, L. and Russ, J. (2004) Improving schools in socially disadvantaged areas – a review of research evidence, School Effectiveness and School Improvement, 15 (2), 149-176.

Riley, K. and Stoll, L. (2004) Inside-out and outside-in: why schools need to think about communities in new ways, Education Review, 18 (1) 34-41.

Stoll, L., Wikeley, F. and Reezigt, G. (2003) Developing a common model? Comparing Effective School Improvement across European countries, Educational Research and Evaluation, 8 (4), 455-475.

Wikeley, F., Stoll, L. and Lodge, C. (2003) Effective School Improvement: the English case studies, Educational Research and Evaluation, 8 (4), 363-385.

Muschamp, Y, Wallace, M. and Stoll, L. (2002) Realising the potential for evidence-informed policy and practice in primary schools, Education 3-13, 28-34. October.

Stoll, L. (2002) Interview on school culture, in Journal of Organización y Gestión Educativa (OGE), 4. Spain.

Stoll, L. (2000) Research speaks to practitioners, Education Journal, 43, pp 33.

Stoll, L. (1999) Developing schools’ capacity for lasting improvement, Improving Schools, 2 (3), 32-39.

Stoll, L. (1999) The learning school: a school of and for the future, NUT Education Review, 12 (2): 34-40.

Stoll, L. (1999) Realising our potential: understanding and developing capacity for lasting improvement, School Effectiveness and School Improvement, 10 (1), 1-30.

Smith, I., McCall, J. and Stoll, L. (1998) The school management scale, Management in Education, 12 (2), 27.

 Creemers, B., Reynolds, D., Chrispeels, J., Mortimore, P., Murphy, J., Stringfield, S., Stoll, L. and Townsend, T. (1998) The future of school effectiveness and improvement, School Effectiveness and School Improvement, 9 (2), 125-134.

Stoll, L. (1998) Supporting school improvement from the outside, Education Canada, 38 (2): 14-21.

Riley, K. and Stoll, L. (1998) School effectiveness and school improvement – part 2, Education Journal, 24, 24-27.

Stoll, L. and Riley, K. (1998) School effectiveness and improvement – the latest research, Education Journal, 23, 27-28.

Reynolds, D., Sammons, P., Stoll, P., Barber, M. and Hillman, J. (1996) School effectiveness and school improvement in the United Kingdom, School Effectiveness and School Improvement, 7 (2), 133-158.

Stoll, L. (1996) Asking the right questions, Managing Schools Today, 5 (6), 13-17.

 Zywine, J., Stoll, L., Adam, E., Fullan, M. and Bennett, B. (1995) Leadership effectiveness and school development: putting reform in perspective, School Effectiveness and School Improvement, 6 (3), 223-246.

Stoll, L. and Fink, D. (1994) School effectiveness and school improvement: voices from the field, School Effectiveness and School Improvement, 5 (2), 149-177.

Myers, K. and Stoll, L. (1993) Mapping the movement, Education, 182 (3), 51.

Reynolds, D., Hopkins, D. and Stoll, L. (1993) Linking school effectiveness knowledge and school improvement practice: towards a synergy, School Effectiveness and School Improvement, 4 (1) 37-58.

Stoll, L. and Fink, D. (1993) Canadian pioneers, Managing Schools Today, 2 (6), 12-15.

Stoll, L. and Fink, D. (1992) Effecting school change: the Halton approach, School Effectiveness and Improvement, 3 (1) 19-41.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1989) A study of effective junior schools, International Journal of Educational Research, 13 (7) 753-768.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1988) The effects of school membership on pupils’ educational outcomes, Research Papers in Education, 3 (1) 3-26.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1988) Inside a research project, Link, 9 (2) . University of Lancaster Centre for Educational Research and Development.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1988) Why School Matters, Educational Section Review, BPS, 12, 4-10.

Stoll, L. and Fink, D. (1988) Educational change: an international perspective, International Journal of Educational Management, 2 (3) 26-31.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1987) Towards more effective junior schooling: further results from the ILEA’s Junior School Project, Forum, 29 (3) 70-73.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1987) The ILEA Junior School Project: a study of school effectiveness, Forum, 29 (2) 47-49.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D. and Ecob, R. (1987) Some implications of the ILEA’s Junior School Project for effective classroom practice, Forum, 29 (1) 8-11.