Publications

Articles in Peer-Reviewed Journals

  1. Shaked, H. (In press). Expanding instructional leadership: How elementary school principals in Israel ensure the right teachers are in the right places. Leadership and Policy in Schools. pdf
  2. Shaked, H., & Benoliel, P. (In press). Instructional boundary management during COVID-19. Educational Management, Administration & Leadership.
  3. Shaked, H. (In press). Instructional leadership during the COVID-19 pandemic: The case of Israel. Educational Management, Administration & Leadership.
  4. Shaked, H. (In press). The contribution of case-based learning to adopting a multidimensional view in educational leadership students. International Journal of Educational Management. pdf
  5. Shaked, H. (In press). How Clan Culture Impairs Functions of Instructional Leadership: The Case of Israel. Leadership and Policy in Schools. pdf
  6. Shaked, H. (In press). Between center and periphery: Instructional leadership in israeli rural schools. International Journal of Educational Management. pdf
  7. Shaked, H. (In press). Relationship-Based Instructional Leadership. International Journal of Leadership in Education. pdf
  8. Shaked, H. (In press). Perceptions of Israeli school principals regarding the knowledge needed for instructional leadership. Educational Management Administration & Leadership. pdf
  9. Shaked, H. (In press). Israeli principals’ considerations regarding the actions they take to prevent student absenteeism. Leadership and Policy in Schools. pdf
  10. Shaked, H., & Schechter, C. (2020). Systems thinking for excellence and equity: Introduction to a special issue (Guest editorial). Journal of Educational Administration. pdf
  11. Shaked, H. (In press). Instructional leadership in higher education: The case of Israel. Higher Education Quarterly. pdf
  12. Shaked, H. (In press). A paradoxical approach to instructional leadership. International Journal of Educational Management. pdf
  13. Benoliel, P., Shaked, H., Nadav, N.*, & Schechter, C. (In press). Principals’ systems thinking attribute: Exploring a principal-middle-leader relational demography perspective. Journal of Educational Administration. pdf
  14. Shaked, H., Benoliel, P., & Hallinger, P. (In press). How national context indirectly influences instructional leadership implementation: The case of Israel. Educational Administration Quarterly. pdf
  15. Shaked, H. (2022). Role identity of instructional leaders. Leadership and Policy in Schools, 21(2), 398-411. pdf
  16. Ganon-Shilon, S., Shaked, H., & Schechter, C. (In press). Principals’ voices pertaining to shared sense-making processes within a generally-outlined pedagogical reform implementation. International Journal of Leadership in Education. pdf
  17. Shaked, H., & Schechter, C. (In press). Systems thinking leadership: New explorations for school improvement. Management in Education. pdf
  18. Nadav, N., Benoliel, P., Shaked, H., & Schechter, C. (In press). Exploring school principals’ systems thinking activities. Leadership and Policy in Schools. pdf
  19. Shaked, H. (In press). Social justice leadership, instructional leadership, and the goals of schooling. International Journal of Educational Managementpdf
  20. Shaked, H., & Benoliel, P. (In press). Instructional boundary management: The complementarity of instructional leadership and boundary management. Educational Management, Administration & Leadershippdf
  21. Shaked, H. (2019). Ensuring teachers’ job suitability: A missing component of instructional leadership. Journal of School Leadership, 29(5), 427-447. pdf
  22. Shaked, H. (2019). Perceptual inhibitors of instructional leadership in Israeli principals. School Leadership & Management, 39(5), 519-536. pdf
  23. Shaked, H. (In press). Boundaries of Israeli assistant principals’ instructional leadership. Leadership and Policy in Schoolspdf
  24. Shaked, H. (2019). School leaders’ contribution to social justice. International Journal of Educational Reform28(3), 303-316. pdf
  25. Shaked, H., Gross, Z. & Glanz, J. (2019). Between Venus and Mars: Sources of gender differences in instructional leadership. Educational Management Administration & Leadership, 47(2), 291-309. pdf
  26. Benoliel, P., Shaked, H., Nadav, N., & Schechter, C. (2019). School principals’ systems thinking: Antecedents and consequences. Journal of Educational Administration, 57(2), 167-184. pdf
  27. Shaked, H. (2018). Why principals often give overly high ratings on teacher evaluations. Studies in Educational Evaluation, 59, 150-157. pdf
  28. Shaked, H. (2018). Why principals sidestep instructional leadership: The disregarded question of schools’ primary objective. Journal of School Leadership, 28(4), 517-538. pdf
  29. Shaked, H., Gross, Z. & Glanz, J. (2018). Gender differences in instructional leadership: How male and female principals perform their instructional leadership roles in Israel. School Leadership & Management, 38(4), 417-434. pdf
  30. Shaked, H., & Schechter, C. (2019). School middle leaders’ sense-making of a generally-outlined education reform. Leadership and Policy in Schools18(3), 412-432. pdf
  31. Shaked, H., & Schechter, C. (2019). Exploring systems thinking in school principals’ decision-making. International Journal of Leadership in Education, 22(5), 573-596. pdf
  32. Shaked, H., & Schechter, C. (2019). Systems thinking for principals of learning-focused schools. Journal of School Administration Research and Development, 4(1), 18-23. pdf
  33. Shaked, H., & Schechter, C. (2018). Systems thinking among enrollees in a principal preparation program. Journal of Research on Leadership Education, 13(3), 259-282. pdf
  34. Shaked, H., Schechter, C. & Michalsky, T. (2018). Collaborative learning from personal cases in a principal preparation programme. International Journal of Leadership in Education, 21(4), 479-490pdf
  35. Shaked, H., & Schechter, C. (2018). Holistic school leadership: Development of systems thinking in school leaders. Teachers College Record, 20(2), 1-40. pdf
  36. Schechter, C., Shaked, H., Ganon, S., & Goldratt, M. (2018). Leadership metaphors: Principals’ sense-making of an educational reform. Leadership and Policy in Schools, 17(1), 1-26pdf
  37. Glanz, J., Shaked, H., Rabinowitz, C., Shenhav, S. & Zaretsky, R. (2017). Instructional leadership practices among principals in Israeli and USA Jewish schools. International Journal of Educational Reform, 26(2), 132-153. pdf
  38. Shaked, H., & Schechter, C. (2017). Integrating learning from problems and learning from success in a principal preparation program. Planning and Changing, 48(1/2), 86-105. pdf
  39. Shaked, H., & Schechter, C. (2017). Systems thinking among school middle leaders. Educational Management, Administration & Leadership, 45(4), 699-718. pdf
  40. Schechter, C., & Shaked, H. (2017). Leaving fingerprints: Principals’ considerations while implementing education reforms. Journal of Educational Administration, 55(3), 242-260. pdf
  41. Shaked, H., & Schechter, C. (2017). School principals as mediating agents in education reforms. School Leadership & Management, 37(1-2), 19-37. pdf
  42. Shaked, H., & Schechter, C. (2016). Holistic school leadership: Systems thinking as an instructional leadership enabler. NASSP Bulletin, 100(4), 177-202. pdf
  43. Shaked, H., & Schechter, C. (2016). Sources of systems thinking in school leadership. Journal of School Leadership, 26(3), 468-494. pdf
  44. Shaked, H. (2016). Parental participation fees in school expenses in Israel. International Journal of Educational Management, 30(1), 63-75. pdf
  45. Shaked, H. (2014). Israel’s principal preparation policy. World Journal of Education, 4(6), 78-89. pdf
  46. Shaked, H. (2014). Education Cities. International Journal of Educational Reform, 23(2), 154-167. pdf
  47. Shaked, H. (2014). Rehabilitative learning: The educational policy of a school designed for youth hospitalized for mental disorders. International Journal of Special Education, 29(1), 87-97. pdf
  48. Shaked, H. (2014). Israel’s official policy with regard to teaching evolution in public schools. International Journal of Jewish Education Research, 7, 29-47. pdf
  49. Shaked, H., & Schechter, C. (2014). Systems school leadership: Exploring an emerging construct. Journal of Educational Administration, 52(6), 792-811. pdf
  50. Shaked, H., & Schechter, C. (2013). Seeing wholes: The concept of systems thinking and its implementation in school leadership. International Review of Education, 59(6), 771-791. pdf

Book Chapters

  1. Shaked, H. Benoliel, P., Nadav, N., & Schechter, C. (2018). Principals’ systems thinking: The meaning and measure of a leadership construct. In H. Shaked, C. Schechter, & A. J. Daly (Eds.), Leading holistically: How schools, districts, and states improve systemically (pp. 54-73). London, UK: Routledge.
  2. Shaked, H. Schechter, C., & Daly, A. J. (2018). The systems language. In H. Shaked, C. Schechter, & A. J. Daly (Eds.), Leading holistically: How schools, districts, and states improve systemically (pp. xviii-xxiii). London, UK: Routledge.
  3. Schechter, C., & Shaked, H. (2018). Systems thinking in school organizations. In Connolly, M., Eddy Spicer, D., James, C., & Kruse, S. (Eds.) Sage international handbook of schools as organizations (pp. 249-266). Thousand Oaks, CA: Sage.
  4. Frank, M., Shaked, H., Kordova, S. (2016). Systems thinking: Definitions, perspectives and dimensions. In: Frank, M., Shaked, H., Kordova, S., Systems thinking: Foundation, uses and challenges (pp. xiii-xix). Hauppauge, NY: Nova Science Publishers.
  5. Shaked, H., & Schechter, C. (2016). Systems thinking in a special school: A case study. In: Frank, M., Shaked, H., Kordova, S, Systems thinking: Foundation, uses and challenges (pp. 261-272). Hauppauge, NY: Nova Science Publishers.