Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Professor Linda Evans's Publications

Books

  • Evans L, Nixon J, Academic identities in higher education: The changing European landscape (London: Bloomsbury, 2015), i-240

  • Evans L, Reflective Practice in Educational Research: developing advanced skills (London: Continuum, 2002), ix-243

  • Evans L, Managing to Motivate: a guide for school leaders (London: Continuum, 1999), vii-150

  • Evans L, Abbott ID, Teaching and Learning in Higher Education (London: Cassell, 1998), 1-167

  • Evans L, Teacher Morale, Job Satisfaction and Motivation (London: Paul Chapman/Sage, 1998), 1-196

  • Evans L, Campbell R, Neill S, Packwood A, The Meaning of Infant Teachers’ Work (London: Routledge, 1994), 1-210

  • Campbell R, Evans L, Neill S, Packwood A, The Use and Management of Infant Teachers’ Time: some policy issues (Stoke-on-Trent: Trentham Books, 1993), 1-48

Journal Articles

  • Evans L, ‘The worst of times? A tale of two higher education institutions in France: their merger and its impact on staff working lives’, Studies in Higher Education, 42.9 (2017), 1699-1717
    DOI: 10.1080/03075079.2015.1119107, Repository URL: http://eprints.whiterose.ac.uk/91440/

  • Evans L, ‘University professors as academic leaders: Professorial leadership development needs and provision’, Educational Management Administration and Leadership, 45.1 (2017), 123-140
    DOI: 10.1177/1741143215578449, Repository URL: http://eprints.whiterose.ac.uk/83429/

  • Evans L, ‘The purpose of professors: professionalism, pressures and performance’, Leadership Foundation stimulus paper series 2016, 1-31

  • Evans L, ‘École et République” : les forces du système anglais’, The Conversation 2016
    Repository URL: http://eprints.whiterose.ac.uk/106987/

  • Evans L, ‘Professionalism and professional development: what these research fields look like today – and what tomorrow should bring’, Hillary Place Papers, 2nd edition.January 2015 (2015), 1-12
    Repository URL: http://eprints.whiterose.ac.uk/84205/

  • Evans L, ‘A changing role for university professors? Professorial academic leadership as it is perceived by 'the led’, British Educational Research Journal, 41.4 (2015), 666-685
    DOI: 10.1002/berj.3163, Repository URL: http://eprints.whiterose.ac.uk/83098/

  • Evans L, ‘What is effective research leadership? A research-informed perspective’, Higher Education Research and Development, 33.1 (2014), 46-58
    DOI: 10.1080/07294360.2013.864617, Repository URL: http://eprints.whiterose.ac.uk/76248/

  • Evans L, ‘Leadership for professional development and learning: enhancing our understanding of how teachers develop’, Cambridge Journal of Education, 44.2 (2014), 179-198
    DOI: 10.1080/0305764X.2013.860083, Repository URL: http://eprints.whiterose.ac.uk/83099/

  • Evans L, Cosnefroy L, ‘The dawn of a new academic professionalism in the French academy? Academics facing the challenges of change’, Studies in Higher Education, 38.8 (2013), 1201-1221

  • Evans L, ‘Amanda’s tale – and what it tells us about the multidimensionality of professional development’, Professional Development Today, 15.3 (2013), 24-30

  • Evans L, ‘The professional status of educational research: professionalism and developmentalism in 21st century working life’, British Journal of Educational Studies, 61.4 (2013), 471-490

  • Evans L, Homer MS, Rayner SG, ‘Professors as academic leaders: the perspectives of 'the led’, Educational Management Administration & Leadership, 41.5 (2013), 674-689

  • Evans L, ‘Úvahy o profesionalitě vzdělavatelů dospělých (Examining the professionalism of adult educators)’, Studia Paedagogica, 17.1 (2012), 129-147
    DOI: 10.5817/SP2012-1-8

  • Evans L, ‘Editorial’, International Journal for Researcher Development, 3.1 (2012), 4-6

  • Evans L, ‘Leadership for researcher development: What research leaders need to know and understand’, Educational Management, Administration and Leadership, 40.4 (2012), 423-435
    DOI: 10.1177/1741143212438218

  • Evans L, ‘The scholarship of researcher development: mapping the terrain and pushing back boundaries’, International Journal for Researcher Development, 2.2 (2011), 75-98

  • Evans L, ‘The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development, and the changes proposed in the 2010 White Paper’, British Educational Research Journal, 37.5 (2011), 851-870

  • Evans L, ‘What research adminstrators need to know about researcher development: towards a new conceptual model’, Journal of Research Administration, 42.1 (2011), 15-37

  • Evans L, ‘Leadership & management in education: reports of its death have been greatly exaggerated’, Research Intelligence, Summer 2011.115 (2011), 25-25

  • Evans L, ‘Editorial’, International Journal for Researcher Development, 2.1 (2011), 5-7

  • Evans L, ‘Developing the European Researcher: "extended" professionality within the Bologna Process’, Professional Development in Education, 36.4 (2010), 663-677
    DOI: 10.1080/1941527.2010.513906

  • Evans L, Olumide-Aluko F, ‘Teacher job satisfaction in developing countries: a critique of Herzberg's two-factor theory applied to the Nigerian context’, International Studies in Educational Administration, 38.2 (2010), 73-85

  • Evans L, ‘S/he who pays the piper calls the tune? Professionalism, developmentalism and the paucity of in-service education within the research profession’, Professional Development in Education, 35.2 (2009), 289-312

  • Evans L, Bertani Tress M, ‘What Drives Research-focused University Academics to Want to Teach Effectively?: Examining Achievement, Self-efficacy and Self-esteem’, International Journal for the Scholarship of Teaching and Learning, 3.2 (2009), 1-17

  • Evans L, ‘Progression by percolation’, Safety and Health Practitioner, 27.3 (2009), 43-44

  • Evans L, ‘Developing research capacity in the social sciences: a professionality-based model’, International Journal for Researcher Development, 1.2 (2009), 134-149

  • Evans L, ‘Professionalism, professionality and the development of education professionals’, BRIT J EDUC STUD, 56.1 (2008), 20-38
    DOI: 10.1111/j.1467-8527.2007.00392.x, Repository URL: http://eprints.whiterose.ac.uk/4077/

  • Evans L, ‘What is Teacher Development?’, Oxford Review of Education, 28.1 (2002), 123-137
    DOI: 10.1080/03054980120113670

  • Evans L, ‘Delving Deeper into Morale, Job Satisfaction and Motivation among Education Professionals’, Educational Management & Administration, 29.3 (2001), 291-306
    DOI: 10.1177/0263211X010293004

  • Evans L, ‘Specialising as a SUPER teacher’, Education 3-13, 28.3 (2000), 65-69

  • Evans L, ‘The effects of educational change on morale, job satisfaction and motivation’, Journal of Educational Change, 1.2 (2000), 173-192

  • Evans L, ‘Talent Spotting: getting the best out of ‘extended’ professionals’, Primary School Manager, Sept/Oct (1999)

  • Evans L, ‘Jack-of-all-trades, master of none?: an examination of subject skills provision on technology (secondary) initial teacher education courses in England and Wales’, International Journal of Technology and Design Education, 8.1 (1998), 15-35

  • Evans L, ‘Getting the best out of teachers: morale, motivation and job satisfaction in the primary school’, Education 3-13, 26.1 (1998), 26-30

  • Evans L, ‘The effects of senior management teams on teacher morale and job satisfaction: a case study of Rockville County Primary School’, Educational Management and Administration, 26.4 (1998), 417-428

  • Evans L, ‘The practicalities involved in the introduction of school-administered initial teacher education in the United Kingdom: some policy issues and implications’, Research Papers in Education, 12.3 (1997), 317-338

  • Evans L, ‘Managing to Motivate: some pointers for primary headteachers’, Primary School Manager, July/August (1997), 16-18

  • Evans L, ‘Developing as mentors in school-based teacher training’, Teacher Development: an international journal of teachers’ professional development, 1.1 (1997), 135-147

  • Evans L, ‘Making an epistemological case for a continued role in initial teacher education: the challenge for higher education in England and Wales’, Higher Education Review, 30.1 (1997), 20-36

  • Evans L, ‘Understanding Teacher Morale and Job Satisfaction’, Teaching and Teacher Education: an international journal of research and study, 13.8 (1997), 831-845

  • Evans L, ‘Addressing problems of conceptualisation and construct validity in researching teachers’ job satisfaction’, Educational Research, 39.3 (1997), 319-331

  • Evans L, ‘A voice crying in the wilderness? The problems and constraints facing ‘extended’ professionals in the English primary education sector’, Teachers and Teaching: Theory and Practice, 3.1 (1997), 61-83

  • Evans L, Abbott I, Goodyear R, Pritchard A, ‘Is there a role for higher education in initial teacher training? A consideration of some of the main issues in the current debate’, Higher Education Quarterly, 50.2 (1996), 138-155
    DOI: 10.1111/j.1468-2273.1996.tb01696.x

  • Evans L, ‘Developing the mentoring role: some research recommendations’, Mentoring and Tutoring, 4.1 (1996), 38-46

  • Evans L, Abbott I, Goodyear R, Pritchard A, ‘Is there a role for higher education in initial teacher training? A consideration of some of the main issues of the current debate’, Higher Education Quarterly, 2.50 (1996), 138-155

  • Abbott I, Evans L, ‘Separating the HEAP from the SAP’, Mentoring, 1.3 (1994), 43-46
    DOI: 10.1080/0968465940010306

  • Evans L, ‘Separating the HEAP from the SAP: initial teacher education in the secondary PGCE sector’, Mentoring, 1.3 (1994), 43-46

  • Evans L, Abbott ID, Goodyear R, Pritchard A, ‘A comparative study of two models of initial teacher education’, Mentoring, 1.2 (1993), 37-39

  • Evans L, ‘Teacher morale: an individual perspective’, Educational Studies, 2.18 (1992), 161-171

  • Evans L, ‘Robbing Peter to pay Paul: teaching subtraction through role play’, Education 3-13 1992, 48-53

  • Evans L, Campbell RJ, Packwood A, Neill S, ‘The changing work of infant teachers: some policy issues’, British Journal of Educational Studies, 40.2 (1992), 149-162

  • Evans L, ‘Teacher Morale: an individual perspective’, Educational Studies, 18.2 (1992), 161-171
    DOI: 10.1080/0305569920180203

  • Evans L, ‘Teaching the national curriculum in Narnia’, Education 3-13, 19.3 (1991), 50-55
    DOI: 10.1080/03004279185200341

  • Evans L, ‘Teaching the National Currriculum in Narnia’, Education 3-13, 3.9 (1991), 50-55

Chapters

  • Evans L, ‘L’excellence dans l’enseignement supérieur en Angleterre’, in Quelle excellence pour l’enseignement supérieur?, ed. by De Ketele J-M and others (Lovain-la-Neuve: De Boeck, 2016), 179-183

  • Evans L, Cosnefroy L, Verré P, ‘Processus de Bologne et nouvelle excellence: impact sur les missions et le développement professionnel des enseignants-chercheurs’, in Quelle excellence pour l’enseignement supérieur?, ed. by De Ketele J-M and others (Lovain-la-Neuve: De Boeck, 2016), 33-51

  • Evans L, ‘Enhancing the Quality of Research in Europe: Theoretical Perspectives on and Guiding Principles for Researcher Development’, in The European Higher Education Area: Between critical reflections and future policies: Part II, ed. by Curaj A and others (Springer, 2015), 573-591
    DOI: 10.1007/978-3-319-20877-0_37, Repository URL: http://eprints.whiterose.ac.uk/84770/

  • Evans L, ‘What academics want from their professors: findings from a study of professorial academic leadership in the UK’, in Forming, Recruiting and Managing the Academic Profession, ed. by Cummings WK and Teichler U, The Changing Academy – The Changing Academic Profession in International Comparative Perspective (Dordecht: Springer, 2015), 14, 51-78
    DOI: 10.1007/978-3-319-16080-1

  • Evans L, ‘Reflections: Academic identity and the changing European landscape’, in Academic identities in higher education: The changing European landscape, ed. by Evans L and Nixon J (London: Bloomsbury, 2015), 257-271

  • Evans L, ‘Competitiveness, elitism and neoliberal performativity: the formation of a Russell Group academic identity’, in Academic identities in higher education: The changing European landscape, ed. by Evans L and Nixon J (London: Bloomsbury, 2015), 149-166

  • Evans L, ‘Le leadership pour le développement professionnel’, in La question du leadership en éducation: Perspectives européennes, ed. by Derouet J-L and Normand R, Academia (Louvain-la-Neuve: Academia-l'Harmattan, 2014), 179-194

  • Evans L, ‘The building blocks of theory generation’, in Developing generic support for doctoral students: practice and pedagogy, ed. by Carter S and Laurs D (Abingdon: Routledge, 2014), 47-50

  • Evans L, ‘Examining the Professionalism of Adult Educators’, in Scutrea: Looking Back, Looking Forward: Learning, Teaching and Research in Adult Education Past, Present and Future: Conference Proceedings of the 40th Annual Conference, the University of Warwick, ed. by Merrill B and Armstrong P (Sussex: University of Sussex Centre for Continuing Education, 2010), 95-103

  • Evans L, ‘Teacher Professional Development in England: a critical perspective on current issues and priorities’, in Eesti õpetaja ja õpetajahariduse õppekavad 21. sajandi algul (Teacher education in Estonia and European teacher education curricula at the beginning of the 21st century), ed. by Ruus V-R and Sarv E-S (Tallin, Estonia: University of Tallin, 2010)

  • Evans L, ‘Leadership role: morale, job satisfaction and motivation’, in Leading People and Teams in Education, ed. by Kydd L, Anderson L and Newton W (London: The Open University in association with Paul Chapman, 2003), 136-150

  • Evans L, ‘Managing teacher morale, job satisfaction and motivation’, in Handbook of Educational Leadership and Management, ed. by Davies B and West-Burnham J (London: Pearson, 2003), 606-612

  • Evans L, ‘Developing teachers in a performance culture: is performance-related pay the answer?’, in The Performing School, ed. by Gleeson D and Husbands C (London: Routledge, 2001), 101-117

  • Evans L, Abbott I, ‘Teaching and learning on three undergraduate courses: meeting students' perceived needs and preferences’, in Improving Student Learning Through Assessment and Evaluation, ed. by Gibbs G (Oxford: Oxford Centre for Staff Development, 1995), 191-209

  • Evans L, Abbott I, Goodyear R, Pritchard A, ‘Comparing HEAPs and SAPs: initial teacher education in the secondary sector’, in Researching School-based Teacher Education, ed. by Blake D and others (Aldershot: Avebury, 1995), 219-231

  • Evans L, ‘Professional motivation – is it pay-related?’, in Teachers and the Teaching Profession: the next 25 years, ed. by Teachers AO and Lecturers (London: Association of Teachers and Lecturers, 1994)

  • Evans L, Campbell RJ, Neill S, Packwood A, ‘The national curriculum and the management of infant teachers' time’, in Managing the Effective School, ed. by Preedy M (London: Paul Chapman, 1993), 77-94

Reports

  • Evans L, Morris NP, Leading technology-enhanced learning in higher education: full report, in Leading technology-enhanced learning in higher education: full report, (London: The Leadership Foundation for Higher Education, 2016), 4-84

  • Evans L, Morris NP, Leading technology-enhanced learning in higher education: summary report, in Leading technology-enhanced learning in higher education: summary report, (London: The Leadership Foundation for Higher Education, 2016), 4-51

  • Evans L, Homer MS, Academic journal editors' professionalism: perceptions of power, proficiency and personal agendas, in Academic journal editors' professionalism: perceptions of power, proficiency and personal agendas, (London: SRHE, 2014), 1-39
    Repository URL: http://eprints.whiterose.ac.uk/79482/

  • Evans L, Abbott ID, Goodyear R, Pritchard A, Hammer and Tongue: the training of technology teachers, in Hammer and Tongue: the training of technology teachers, (London: The Association of Teachers and Lecturers, 1995), 1-144

Internet Publications

Others

  • Evans L, (Book review) review of 'Principals of inclusion: practical strategies to grow inclusion in urban schools', D. Griffiths (2013), Burlington, Canada, Word & Deed Publishing, in Management in Education, (London: Sage, 2015) 29.1: 41-42.

  • Evans L, (Book review) Review of: Bruce Macfarlane (2012) Intellectual leadership in higher education: renewing the role of the university professor, Abingdon, Routledge, in HIGHER EDUCATION, ([n.pub.], 2013) 66.3: 379-381.
    DOI: 10.1007/s10734-012-9589-1

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