Cunningham, W. & Cordeiro, P. (2000). Educational administration: A problem-based approach. Boston, MA: Allyn and Bacon.

Fullan, M., with Stiegelbaurer, S. (1991). The new meaning of educational change (2nd Ed.). New York: Teachers College Press.

Fullan, M. (1999). Change forces: The sequel. Philadelphia, PA: Falmer Press.

Fullan, M. (2001). The new meaning of educational change (3rd Ed.). New York: Teachers College Press.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Glickman, C., Gordon, S, & Ross-Gordon, J. (2001). Supervision and instructional leadership: A developmental approach. Boston, MA: Allyn and Bacon.

Gold, Y. & Roth, R. (1999). The transformational helping professional: Mentoring and supervising reconsidered. Needham Heights, MA: Allyn and Bacon.

Gorton, R. & Snowdon, P. (1997). School leadership and administration (5th Ed.). Madison, WI: WCB Brown and Benchmark.

Hall, G. & George, A. (1999). The impact of principal change facilitator style on school and classroom culture. In H. Freiberg (Ed.), School climate: Measuring, improving and sustaining healthy learning environments. Philadelphia, PA: Falmer Press.

Hall, G., George, A., & Rutherford, W. (1986). Measuring Stages of Concern about the innovation: A manual for use of SoC Questionnaire. Austin, TX: University of Texas, Southwest Educational Development Laboratory.

Hall, G. & Hord, S. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press.

Hall, G. & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn and Bacon.

Hall, G. & Newlove, B. (1987). A manual for assessing open-ended statements of concern about an innovation. Austin, TX: University of TX at Austin, Research and Development Center for Teacher Education.

Hall, G. Newlove, B., George, A., Rutherford, W., & Hord, S. (1991). Measuring change facilitator stages of concern: A manual for use of the CFSoC Questionnaire. Greeley, CO: University of Northern Colorado, Center for Research on Teaching and Learning.

Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco, CA: Jossey-Bass.

Heck, S., Stiegelbauer, S., Hall, G., & Loucks, S. (1981). Measuring innovation configurations: Procedures and applications. Austin: University of Texas, Research and Development Center for Teacher Education.

Hord, S. Rutherford, W., Huling-Austin, L., and Hall, G. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.

Joyce, B. & Showers, B. (1988). Student achievement through staff development. New York: Longman.

Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd Ed.). Alexandria, VA: Association of Supervision and Curriculum.

Killion, J. (2002). Assessing impact: Evaluating staff development. Oxford, OH: National Staff Development Council.

Lezotte, L. & McKee, K. (2002). Assembly required: A continuous school improvement system. Okemos, MI: Effective Schools Products.

Little, J. (1982). Norms of collegiality and experimentation: Work place conditions of school success. American Educational Research Journal 19(3): 325-340.

Loucks, S., Newlove, B., & Hall, G. (1975). Measuring Levels of Use of the innovation: A manual for trainers, interviewers, and raters. Austin, TX: The University of Texas at Austin, Research and Development Center for Teacher Education.

National Staff Development Council. (1995). Standards for staff development. Oxford, OH: Author.

National Staff Development Council. (2001). Standards for staff development, revised. Oxford, OH: Author.

Patton, M. (1997). Utilization-focused evaluation: A new century text (3rd Ed.). Thousand Oaks, CA: Sage Publications.

Rogers. E. (1995). Diffusion of innovations (4th Ed.). New York: The Free Press.

Sergiovanni, T. (1991). The principalship: A reflective practice perspective (2nd Ed.). Boston, MA: Allyn and Bacon.