296:, which can be measured either by self-reports of team members or by outsider ratings, such as supervisor or client ratings. Performance is also sometimes measured more objectively, by using a commonly agreed-upon scale or rubric to rate the execution of a task. Many studies have found a positive relationship between shared leadership and team effectiveness and performance. Similarly, other studies have explored the extent to which shared leadership can predict a team's effectiveness or performance, and have found that it is a significant predictor—often a better predictor than vertical leadership. A meta-analysis by Nicolaides and colleagues (2014) found that one reason why shared leadership relates to performance is through increasing team confidence. The researchers also found that shared leadership contributed to performance, over and above the effects of vertical leadership.
155:(SNA) addresses some of the flaws of collective leader behavior ratings by assessing the patterns of connections that emerge in a team and providing a method for modeling both vertical and shared leadership within a team. SNA examines the relationships that form between individuals and uses these relationships as the units of analysis. In the leadership domain, a relationship, or "tie" as it is referred to in SNA literature, occurs when one team member perceives another as exerting leadership influence on the team. The proportion of actual ties that exist in a team to all potential ties that could have emerged in a team is called network density and can be used as a measure of shared leadership.
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leadership structure. In contrast to other studies, they did not find that teams with shared leadership outperformed the traditional teams. However, when they separated the distributed teams into distributed-coordinated and distributed-fragmented (see measures section), they found that distributed-coordinated team structures were associated with higher performance than both traditional leader-centered teams and distributed-fragmented leadership networks. Thus, they theorized, having more leaders is not the only factor that matters to team performance; rather, leaders must recognize other leaders as such in order for them to contribute positively to team effectiveness.
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variants, they all make the fundamental distinction between shared leadership and more traditional notions of hierarchical leadership. As Pearce, Manz and Sims (2009) summarize, all definitions of shared leadership consistently include a "process of influence" that is "built upon more than just downward influence on subordinates or followers by an appointed or elected leader." Nearly all concepts of shared leadership entail the practice of "broadly sharing power and influence among a set of individuals rather than centralizing it in the hands of a single individual who acts in the clear role of a dominant superior." Therefore, shared leadership is an emergent
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and the potential for positive interpersonal support in a team. When teams are focused on collective goals (shared purpose), there is a greater sense of meaning and increased motivation for team members to both speak up and invest themselves in providing leadership to the team and to respond to the leadership of others. The motivation to participate and provide input toward achieving common goals and a common purpose can also be reinforced by an encouraging and supportive climate. When team members feel recognized and supported within their team (social support) they are more willing to share responsibility, cooperate, and commit to the team's collective
179:(BARS) are commonly used to assess and rate performances, and can be developed to assess different leadership behaviors. Bergman et al. (2012), for example, developed such a scale and had trained raters watch videotapes of team interactions and rate each team member's behavior in terms of the dimensions on the BARS. They then operationalized shared leadership as the number of members who performed leadership behaviors, as well as the amount of leadership behavior exhibited by the team (calculated by aggregating the leadership ratings for each team member to the team level).
122:. Teamwork is becoming increasingly important in the workplace literature as many organizations recognize the benefits that teamwork can bring. Thus, organizations consider it important to investigate team effectiveness and the elements that increase this. Leaders have been pointed to as critical factors in team performance and effectiveness; some have even gone as far as to say they the most important ingredient for team effectiveness. Additionally, problems associated with team leaders are often cited as the primary reason for failures of work involving teams.
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Second, the team must overall be disposed to accept and rely on such feedback by other team members. The preconditions specified by Katz and Kahn (1978) tend to be met by leadership sharing in teams by the development of interpersonal alliances (measured by LMX-TEAM) between and among participants as several meta-analyses reported. Carson et al. (2007) expanded these two requirements by describing them in a larger, two-part framework that includes the degree to which a strong internal team environment exists and the extent to which positive external team
107:." (Sally, 2002) Despite such early iterations of the practice, however, most of the scholarly work on leadership has still been predominantly focused on the study of leadership in its hierarchical form. Leadership is conceived around a single individual – the leader – and how that person inspires, entices, commands, cajoles and controls followers. Research on shared leadership instead departs from the notion that leadership may well be studied as a collective phenomenon, as activities involving several individuals beyond the formally appointed manager.
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teams have highly supportive internal environments and therefore are less critical to the overall development of shared leadership. When interventions are necessary, however, such as when teams lack a strong shared purpose, the functional approach asserts that this kind of external influence may be particularly important. In this sense, the functional approach can be understood as providing "motivational and consultative functions that enable shared leadership but have not been adequately developed by the team internally."
335:).· Shared leadership enables team members to express their different abilities, thus letting members of a team exhibit different leadership behaviors. Bergman et al. (2012) found that teams did, in fact, experience more types of leadership behaviors when multiple members of the team participated in the team's leadership. Additionally, they found that each leader only effectively engaged in one type of leadership, indicating that shared leadership lets more leadership behaviors be expressed than vertical leadership.
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math, mutually reinforcing academic capacity of teachers and students over time. Researchers and writers, such as
Camburn and Han(2009), have also remarked that widespread leadership promotes teachers exposure to plentiful instructional resources and the likelihood that they will employ these instruction practices. Camburn and Han's study (2009), however, does not present empirical evidence that shared leadership is associated with students' outcomes.
356:& Jantzi, 1999), and indicating that shared leadership is "not a significant factor for students' participation in or engagement with school" (Silins et al., 2002). Timperley (2005, p. 417) also underlines the significance of promoting the quality of shared leadership activities, emphasizing that shared leadership has risks associated with "greater distribution of incompetence."
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functions which must be carried out by the group." Despite these early nods toward group leadership, the formalized construct of shared leadership did not become more developed and experimentally explored until recently. Current research suggest that shared leadership forms may imply significant advantages at individual-, team-, organizational- and societal levels.
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members of a team. Team members are instructed to fill these out once for the appointed leader and then again for all other team members. Although this allows leadership quantity to be assessed, it does not pinpoint how many other team members are engaging in leadership behaviors or how many members are looking to the same people for leadership.
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Additionally, more scholarship must be done on outcomes of shared leadership. The spike of recent scholarship in this field does indicate that scholars increasingly understand the significance of shared leadership as organizations in the field are also increasingly capitalizing on the many benefits a
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of these three concepts in a concise narrative: When team members are able to speak up and get involved (voice), the likelihood that many of them will exercise leadership increases greatly. The opportunity for voice also facilitates shared leadership by strengthening both a common sense of direction
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Work complexity (also known as job complexity) acts as a moderator of the shared leadership-team effectiveness relationship, namely that the relationship is stronger when work is more complex compared with when it is less complex. This can be explained by the higher interdependence, coordination and
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may positively encourage shared leadership is based on a functional approach. Within this approach, the role of an external team leader is to do whatever is not being adequately managed by the team itself, to "intervene on behalf of an incomplete task." This functional coaching can be redundant when
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of team members who demonstrate leadership, coaching can foster independence and a sense of self-competence nurtures among team members. Coaching can also nurture collective commitment to the team and its objectives, a shared promise that can reduce free riding and increase the possibility that team
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leadership when the knowledge characteristics of interdependence, creativity, and complexity are encountered. Thus, shared leadership is becoming increasingly popular in teams, as multiple team members emerge as leaders, especially when they have the skills/knowledge/expertise that the team needs.
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Pearce and Conger (2003): "A dynamic, interactive influence process among individuals and groups for which the objective is to lead one another to the achievement of group or organizational goals or both." They also added that "this influence process often involves peer, or lateral, influence and at
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and
Mascall(2008) conclude that shared leadership eventually influences students' math achievement indirectly by effecting teacher motivation. Similarly, a study by Heck and Hallinger(2009) shows that the development of school shared leadership has an indirect impact on students' academic growth in
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Many studies measure shared leadership as team member perceptions of leader behavior exhibited by respective team leaders and team members. Often this is done by distributing leader behavior questionnaires (surveys aimed at measuring the existence and frequency of different leader behaviors) to all
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behaviors. One scholar defines these coaching behaviors as: "direct interaction with a team intended to help team members make coordinated and task-appropriate use of their collective resources in accomplishing the team's task." Researchers have identified two types of team coaching—distinguishing
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values that are calculated for each individual. A centrality value for an individual represents the number of connections that individual has with others. The sum of the differences between the maximum individual centrality value and every other individual centrality value, divided by the maximum
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A host of scholars who have studied shared leadership found that in order for the dynamic to properly emerge, two preconditions must be met. First, team members must actually be willing to extend their feedback to the team in a way that aims to influence and motivate the direction of the group.
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There are two main ways that most researchers measure the existence and extent of shared leadership in a team: Ratings of the team's collective leadership behavior and Social
Network Analysis. A less common technique of measuring shared leadership is with the use of behaviorally anchored rating
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Shared leadership is also commonly thought of as the "serial emergence" of multiple leaders over the life of a team, stemming from interactions among team members in which at least one team member tries to influence other members or the team in general. While the definition clearly has several
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Other research focused on the impact of shared leadership notes the teacher perceptions. Work by Hulpia and Devos (2010) reveals that leadership practices such as the sharing of leadership roles, social interaction, cooperation of the leadership team, and inclusive decision-making, positively
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As discussed in the measurement section of this article, the technique used to measure shared leadership can influence the results that are found. For example, Mehra et al. (2006) first compared teams with a distributed (shared) leadership structure to teams with a more traditional (vertical)
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wrote that "one should not only look to the designated leader, but one should let logic dictate to whom one should look for guidance" (as cited by
Crainer, 2002, p. 72). Along similar lines, Gibb, in 1954, wrote that, "Leadership is probably best conceived as a group quality, as a set of
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There are three different types of contents of shared leadership, namely shared traditional leadership, shared new-genre leadership and cumulative, overall leadership, which Wang, Waldman and Zhang (2014) included in a meta-analysis of 42 independent samples to test how these types of shared
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With the complexity and ambiguity of tasks that teams often experience, it is becoming more apparent that a single leader is unlikely to have all of the skills and traits to effectively perform the necessary leadership functions. Shared leadership has been identified as the optimal model of
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A shared leadership network can be further separated into distributed-coordinated or distributed-fragmented by SNA. This distinction depends on whether the formal and emergent leaders in a network recognize each other as leaders and are able to coordinate and lead together efficiently.
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Though a relatively new phenomenon in the literature, the concept of shared leadership can actually be traced back several centuries. In a 2002 paper, David Sally noted that shared leadership was present even in the early days of
Republican Rome. Indeed, during those ancient times,
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One view is that sharing leadership among more people does not necessarily bring positive student outcomes. Some researchers have called the influence of shared leadership into question, suggesting that the influence of shared leadership is statistically non-significant
263:) and those that focus on identifying team problems through task interventions (functional approach). Through supportive coaching, external team managers can reinforce the development of shared leadership in a variety of ways. Through active encouragement and
245:. Thus, these three dimensions work together to create an internal team environment that is characterized by a shared understanding about purpose and goals, a sense of recognition and importance, and high levels of involvement, challenge, and cooperation.
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There are advantages and disadvantages to each measurement technique. Although all are attempting to measure the same phenomenon and all have been used in published studies, the particular measure that a researcher uses can impact his or her results.
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Carson et al. (2007) propose first that shared leadership is facilitated by an overall team environment that consists of three dimensions: shared purpose, social support, and voice. The three concepts are also drawn from a wide body of literature:
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possible sum of differences, produces a measure of network centralization between 0 and 1, which describes the extent to which connections are concentrated around one individual, or if multiple individuals are central to the leadership network.
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and therefore a more inspirational, visionary, growth and change-oriented kind of leadership. Lastly, cumulative, overall leadership was assessed based on individual members’ ratings of leadership influence for each of his/her peers.
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result in a variety of interpretations by researchers. Sharing leadership also impacts how teachers interact with one another, whether they possess relationships where they reinforce one another or feel distant from the organization.
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Scholars have also described the important role that external team leaders and support can have in the development of shared leadership. When framing this dynamic or antecedent, scholars have stressed the importance of external
103:"had a successful system of co-leadership that lasted for over four centuries. This structure of co-leadership was so effective that it extended from the lower levels of the Roman magistracy to the very top position, that of
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is the extent to which team members actively provide emotional and psychological strength to one another. This may occur through overt acts of encouragement or expressed recognition of other team members' contributions and
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Nicolaides, V. C.; LaPort, K. A.; Chen, T. R.; Tomassetti, A. J.; Weis, E. J.; Zaccaro, S. J.; Cortina, J. M. (2014). "The shared leadership of teams: A meta-analysis of proximal, distal, and moderating relationships".
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Nicolaides, V. C.; LaPort, K. A.; Chen, T. R.; Tomassetti, A. J.; Weis, E. J.; Zaccaro, S. J.; Cortina, J. M. (2014). "The shared leadership of teams: A meta-analysis of proximal, distal, and moderating relationships".
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Bergman, Rentsch, Small, Davenport, and
Bergman (2012): "Shared leadership occurs when two or more members engage in the leadership of the team in an effort to influence and direct fellow members to maximize team
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Shared leadership can be defined in a number of ways, but all definitions describe a similar phenomenon: team leadership by more than just an appointed leader. Below are examples from researchers in this field:
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Conversely, it has been argued that shared leadership is positively related to students' achievement. In addition, shared leadership enables teachers to employ certain methodologies or instructional content.
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Some researchers go further into SNA and analyze a network's centralization, which helps assess the distribution of leadership, as well as the quantity. Network centralization is measured using
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Though there is an ongoing debate about the existence and importance of shared leadership, many studies have shown that shared leadership is a significant predictor for various team processes.
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The studies showed that both shared new-genre leadership and cumulative, overall shared leadership show a stronger relationship with team effectiveness than shared traditional leadership.
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Hoch, J. E. (2013): "Reflects a situation where multiple team members engage in leadership and is characterized by collaborative decision-making and shared responsibility for outcomes."
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lie in feeling empowered through the perceived responsibility and self-control in the context of shared leadership. This results in more engagement of the team members, more team
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The effect of shared leadership at school is contingent on the key players involved and how they view their missions. Conflicting thoughts on how shared leadership influences
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Sivasubramaniam, N., Murray, W. D., Avolio, B. J., & Jung, D. I. (2002). A longitudinal model of the effects of team leadership and group potency on group performance
79:
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Bergman, Jacqueline Z.; Rentsch, Joan R.; Small, Erika E.; Davenport, Shaun W.; Bergman, Shawn M. (2012-01-01). "The Shared
Leadership Process in Decision-Making Teams".
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Graen, G. B. (2013). The Oxford
Handbook of Leadership, Oxford: Oxford University Press (Graen, G. B. (2013. The Social Psychology of Organizations, 2nd Ed. London: Wiley
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in that shared leadership describes a set of cooperatively oriented cognitions, attitudes, and actions through which team members convert member inputs to team outputs.
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Sivasubramaniam, N.; Murray, W. D.; Avolio, B. J.; Jung, D. I. (2002). "A longitudinal model of the effects of team leadership and group potency on group performance".
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Mehra, A.; Smith, B. R.; Dixon, A. L.; Robertson, B. (2006). "Distributed leadership in teams: The network of leadership perceptions and team performance".
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Carson, Tesluck, and
Marrone (2007): "An emergent team property that results from the distribution of leadership influence across multiple team members."
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Hulpia, H., & Devos, G. (2010). How distributed leadership can make a difference in teachers' organizational commitment? A qualitative study.
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Bergman, J. Z.; Rentsch, J. R.; Small, E. E.; Davenport, S.W.; Bergman, S. M. (2012). "The shared leadership process in decision-making teams".
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Heck, R. H.; Hallinger, P. (2009). "Assessing the
Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement".
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Bergman, J. Z.; Rentsch, J. R.; Small, E. E.; Davenport, S.W.; Bergman, S. M. (2012). "The shared leadership process in decision-making teams".
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Crevani, L.; Lindgren, M.; Packendorff, J. (2007). "Shared leadership: A post-heroic perspective on leadership as a collective construction".
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CARSON, J. B.; TESLUK, P. E.; MARRONE, J. A. (2007). "Shared Leadership in Teams: An Investigation of Antecedent Conditions and Performance".
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Carson, J. B; Tesluk, P. E.; Marrone, J. A. (2007). "Shared leadership in teams: An investigation of antecedent conditions and performance".
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Mascall, B.; Leithwood, K.; Straus, T.; Sacks, R. (2008). "The relationship between distributed leadership and teachers' academic optimism".
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Carson, J. B; Tesluk, P. E.; Marrone, J. A. (2007). "Shared leadership in team: An investigation of antecedent conditions and performance".
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prevails when team members have similar understandings of their team's main objectives and take steps to ensure a focus on collective goals.
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Leithwood, K.; Jantzi, D. (1999). "The relative effects of principal and teacher sources of leadership on student engagement with school".
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leadership moderate the relationship of shared leadership and team effectiveness. Shared traditional leadership refers to a task-oriented,
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The three dimensions are interrelated and mutually reinforcing, thereby "representing a high order construct." Carson et al. summarize the
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Gupta, V. K.; Huang, R.; Niranjan, S. (2010). "A longitudinal examination of the relationship between team leadership and performance".
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Crevani, L.; Lindgren, M.; Packendorff, J. (2010). "Leadership, not leaders: On the study of leadership as practices and interactions".
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of mutual influence and shared responsibility among team members, whereby they lead each other toward goal achievement. It differs from
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Bass, B. M., & Bass, R. (2008). The Bass Handbook of Leadership: Theory, Research and Managerial Applications. London: Free Press.
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Pearce, C. L., & Conger, J.A. (2002) Shared leadership: reframing the hows and whys of leadership. New York: Sage Publications, Inc
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Manz, C. C., & Sims H. P. Jr. (1987). Leading worker to lead themselves: The external leadership for self-managing work team.
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as well, are heavily and positively associated with planned approaches to leadership distribution (Mascall et al.,2008)
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Nielsen, J. S. (2004). The myth of leadership: Creating leaderless organizations. New York: Davies-Black Publishing
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Wang, Danni; Waldman, David A.; Zhang, Zhen (2014). "A meta-analysis of shared leadership and team effectiveness".
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Wang, Danni; Waldman, David A.; Zhang, Zhen (2014). "A meta-analysis of shared leadership and team effectiveness".
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Wang, Danni; Waldman, David A.; Zhang, Zhen (2014). "A meta-analysis of shared leadership and team effectiveness".
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Wang, Danni; Waldman, David A.; Zhang, Zhen (2014). "A meta-analysis of shared leadership and team effectiveness".
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Pearce, C; Manz; Sims Jr, H. R (2009). "Where Do We Go From Here?: Is Shared Leadership the Key to Team Success?".
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Pearce and Sims (2001): "Leadership that emanates from members of teams, and not simply from the appointed leader."
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Gibb, C. A., Gilbert, D. T., & Lindzey, G. (1954). Leadership. New York: John Wiley & Sons ASIN B001JKIIF4
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Yukl (1989): "Individual members of a team engaging in activities that influence the team and other team members."
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1997:
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Pearce (2004). "The future of leadership: Combining vertical and shared leadership to transform knowledge work".
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Mohammed, M & Thomas, K (2014) "Enabling Community and Trust: Shared Leadership for Collective Creativity,"
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Hoch, J. E. (2013). "Shared leadership and innovation: The role of vertical leadership and employee integrity".
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Not surprisingly, shared leadership has been shown to increase the number and types of leadership (for example,
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Kirkman, B. L.; Benson, R. (1999). "Beyond self-management: Antecedents and consequences of team empowerment".
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Some studies have sought to measure shared leadership through observations of actual leadership behaviors.
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Gibb, C. A., Gilbert, D. T., & Lindzey, G. (1954). Leadership. New York: John Wiley & Sons (p.54)
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McShane, S., & Von Glinow, M. (2009). Organizational Behavior, 5th Ed. London: McGraw-Hill/Irwin
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Stages and life cycles in shared leadership settings (Carson et al., 2007; Pearce and Conger, 2002).
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The shift in this scholarly paradigm might partly be explained by looking at the rise of studies on
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Katz, D., & Kahn, R. L. (1978). The Social Psychology of Organizations, 2nd Ed. London: Wiley
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Pearce, C.L.; Sims, H.P. (2001). "Shared leadership: toward a multi-level theory of leadership".
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Pearce, C.L.; Sims, H.P. (2001). "Shared leadership: toward a multi-level theory of leadership".
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Investigating connections between distributed leadership and instructional change (pp. 25-45).
404:, which emphasizes maintaining the status quo. Shared new-genre leadership however focuses on
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is the degree to which a team's members have input into how the team carries out its purpose.
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Northouse, P. G. (2009). Leadership: Theory and practice, 5th Ed. London: Sage Publications
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Small, E.E.; Rentsch, J.R. (2010). "Shared Leadership in Teams: A Matter of Distribution".
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Leithwood, K.; Mascall, B. (2008). "Collective leadership effects on student achievement".
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Small, E.E.; Rentsch, J.R. (2010). "Shared Leadership in Teams: A Matter of Distribution".
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It has been underscored that teachers' academic optimism, which refer to trust, teacher
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Scholars have pointed to 4 main areas in shared leadership that need more research:
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Timperley, H. S. (2005). "Distributed leadership: Developing theory from practice".
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style that broadly distributes leadership responsibility, such that people within a
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Teaching and Teacher Education: An International Journal of Research and Studies
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A commonly explored consequence of shared leadership is team effectiveness or
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Yukl, G.A. (1989). "Managerial leadership: A review of theory and research".
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and is most contrasted with more traditional "vertical" or "hierarchical"
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There are some earlier conceptualizations of shared leadership. In 1924,
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Denis, J-L.; Langley, A.; Sergi, V. (2012). "Leadership in the plural".
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Yukl, G.A. (2002) Leadership in Organizations. New York: Prentice Hall
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and organization lead each other. It has frequently been compared to
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information sharing that is necessary when work complexity is high.
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Crainer, S. (2000). The Management Century. New York: Jossey-Bass.
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Crainer, S. (2000). The Management Century. New York: Jossey-Bass.
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that resides predominantly with an individual instead of a group.
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Hackman, J. R.; Wageman, R. (2005). "A theory of team coaching".
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other times involves upward or downward hierarchical influence".
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between those that reinforce shared leadership (supportive
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Advances in Interdisciplinary Studies of Work Teams
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Advances in Interdisciplinary Studies of Work Teams
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268:members will demonstrate personal initiative.
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187:Antecedents: internal and external conditions
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425:Implications and further research directions
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1794:International Journal of Leadership Studies
1731:International Journal of Management Reviews
1373:"Organizational learning and school change"
1317:Bergman et al., 2012; Pearce and Sims, 2002
532:International Journal of Management Reviews
271:A second, more indirect, way that external
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333:and consideration and initiating structure
171:Behaviorally anchored rating scales (BARS)
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1514:Camburn, E. M., & Han, S. W. (2009).
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850:Crevani et al., 2010; Denis et al., 2012
390:Shared Leadership and Team Effectiveness
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299:The causes for this positive effect on
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447:shared leadership approach can offer.
433:Events that generate shared leadership
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1447:Educational Administration Quarterly
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1338:Educational Administration Quarterly
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2020:Group & Organization Management
1178:Group & Organization Management
1038:Katz, D., & Kahn, R. L. (1978).
439:Most conducive influence approaches
379:organizational citizenship behavior
177:Behaviorally anchored rating scales
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1807:Scandinavian Journal of Management
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720:Journal of Business and Psychology
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14:
2108:
1893:The Academy of Management Journal
1158:Carson et al., 2007, p. 1224
1083:Carson et al., 2007, p. 1223
1074:Carson et al., 2007, p. 1223
1828:The Academy of Management Annals
1745:10.1111/j.1468-2370.2011.00306.x
1689:The Journal of Social Psychology
1260:The Journal of Social Psychology
1180:2, 1, 66-96; Carson et al., 2007
1094:Administrative Science Quarterly
677:The Journal of Social Psychology
545:10.1111/j.1468-2370.2011.00306.x
502:Three levels of leadership model
402:transactional form of leadership
1998:Journal of Personnel Psychology
1631:
1596:
1561:
1534:
1521:
1508:
1473:
1438:
1403:
1364:
1329:
1320:
1311:
1302:
1251:
1220:
1192:
1183:
1170:
1161:
1152:
1143:
1134:
1099:
1086:
1077:
1068:
1059:
1050:
1041:
1032:
1023:
1014:
1005:
987:Journal of Personnel Psychology
978:
951:
942:
916:Academy of Management Executive
907:
898:
889:
880:
871:
862:
853:
844:
809:
782:
371:commitment to the organization.
755:
746:
711:
668:
641:
632:
595:
560:
519:
319:Number and types of leadership
288:Team effectiveness/performance
46:
1:
1978:10.1016/S1572-0977(00)07008-4
1763:Academy of Management Journal
1640:Journal of Applied Psychology
1605:Journal of Applied Psychology
1570:Journal of Applied Psychology
1412:Journal of Curriculum Studies
818:Journal of Applied Psychology
791:Academy of Management Journal
650:Academy of Management Journal
616:10.1016/S1572-0977(00)07008-4
512:
384:
338:
93:
1944:10.1016/j.leaqua.2014.06.006
1840:10.5465/19416520.2012.667612
1819:10.1016/j.scaman.2009.12.003
1701:10.1080/00224545.2010.538763
1272:10.1080/00224545.2010.538763
1214:10.1016/j.leaqua.2014.06.006
1108:Academy of Management Review
972:10.1016/j.leaqua.2006.02.003
776:10.1016/j.orgdyn.2009.04.008
689:10.1080/00224545.2010.538763
129:
7:
2032:10.1177/1059601102027001005
1925:Vol. 6: Iss. 4, Article 10.
450:
406:transformational leadership
325:transformational leadership
10:
2113:
581:10.1177/014920638901500207
487:Organizational development
279:
2011:10.1027/1866-5888/a000017
1555:10.1108/09578230810863271
1424:10.1080/00220270500038545
1120:10.5465/amr.2005.16387885
999:10.1027/1866-5888/a000017
928:10.5465/ame.2004.12690298
732:10.1007/s10869-012-9273-6
200:Internal team environment
1932:The Leadership Quarterly
1866:10.1177/1548051809359184
1494:10.3102/0002831209340042
1459:10.1177/0013161x08321221
1389:10.1177/0013161x02239641
1350:10.1177/0013161x99355002
1229:"The Trouble with Teams"
1202:The Leadership Quarterly
960:The Leadership Quarterly
457:Collaborative leadership
329:transactional leadership
1227:Dumaine, Brian (1994).
1167:Pearce & Sims, 2002
948:Pearce & Sims, 2001
764:Organizational Dynamics
153:Social network analysis
148:Social network analysis
2097:Organizational culture
477:Leadership development
265:positive reinforcement
249:External team coaching
33:distributed leadership
1923:The Foundation Review
1518:Springer Netherlands.
569:Journal of Management
86:, team processes and
37:collective leadership
29:horizontal leadership
1326:Bergman et al., 2012
1029:Bergman et al., 2012
895:Bergman et al., 2012
436:Facilitation factors
369:reinforce teachers'
904:Carson et al., 2007
886:Carson et al., 2007
877:Crevani et al, 2007
752:Carson et al., 2007
2082:Leadership studies
1724:Bolden, R (2011).
1531:, 26 (3), 565-575.
1308:Mehra et al., 2006
1149:Carson et al, 2007
1140:Carson et al, 2007
1065:Carson et al, 2007
1020:Mehra et al., 2006
1011:Mehra et al., 2006
526:Bolden, R (2011).
482:Leadership studies
395:Type of leadership
345:student engagement
301:team effectiveness
112:Mary Parker Follet
462:Group development
238:interconnectivity
17:Shared leadership
2104:
2053:
2043:
2014:
1991:
1947:
1908:
1877:
1843:
1822:
1801:
1778:
1769:(5): 1217–1234.
1757:
1747:
1720:
1664:
1663:
1652:10.1037/a0034531
1635:
1629:
1628:
1617:10.1037/a0034531
1600:
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1582:10.1037/a0034531
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1021:
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893:
887:
884:
878:
875:
869:
866:
860:
857:
851:
848:
842:
841:
830:10.1037/a0034531
813:
807:
806:
797:(5): 1217–1234.
786:
780:
779:
759:
753:
750:
744:
743:
715:
709:
708:
672:
666:
665:
656:(5): 1217–1234.
645:
639:
636:
630:
629:
599:
593:
592:
564:
558:
557:
547:
523:
507:Trait leadership
497:Team composition
294:team performance
224:accomplishments.
2112:
2111:
2107:
2106:
2105:
2103:
2102:
2101:
2067:
2066:
1988:
1673:
1671:Further reading
1668:
1667:
1636:
1632:
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472:Human resources
453:
427:
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416:Work complexity
397:
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321:
290:
282:
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202:
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173:
150:
141:
132:
96:
84:team leadership
70:effectiveness."
49:
12:
11:
5:
2110:
2100:
2099:
2094:
2092:Business terms
2089:
2084:
2079:
2065:
2064:
2062:978-0132424318
2054:
2015:
2005:(4): 203–211.
1992:
1986:
1961:
1959:978-1412974882
1951:
1948:
1938:(5): 923–942.
1926:
1919:
1917:978-0073381237
1909:
1888:
1886:978-0471023555
1878:
1860:(4): 335–350.
1847:
1844:
1834:(1): 211–283.
1823:
1802:
1789:
1787:978-0787952242
1779:
1758:
1738:(3): 251–269.
1721:
1684:
1682:978-0743215527
1672:
1669:
1666:
1665:
1646:(2): 181–198.
1630:
1611:(2): 181–198.
1595:
1576:(2): 181–198.
1560:
1549:(2): 214–228.
1533:
1520:
1507:
1488:(3): 659–689.
1472:
1453:(4): 529–561.
1437:
1418:(4): 395–420.
1402:
1383:(5): 613–642.
1363:
1344:(5): 679–706.
1328:
1319:
1310:
1301:
1250:
1219:
1208:(5): 923–942.
1191:
1182:
1169:
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1133:
1098:
1085:
1076:
1067:
1058:
1049:
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993:(4): 203–211.
977:
966:(3): 232–245.
950:
941:
906:
897:
888:
879:
870:
861:
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843:
824:(2): 181–198.
808:
781:
770:(3): 234–38 .
754:
745:
726:(2): 159–174.
710:
667:
640:
631:
624:
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575:(2): 251–289.
559:
538:(3): 251–269.
517:
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467:Group dynamics
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2016:
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1987:0-7623-0747-1
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492:Team building
490:
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80:team property
72:
68:
65:
61:
58:
55:
54:
53:
44:
42:
38:
34:
30:
26:
22:
18:
2026:(1): 66–96.
2023:
2019:
2002:
1996:
1969:
1965:
1935:
1931:
1922:
1899:(1): 58–74.
1896:
1892:
1857:
1851:
1831:
1827:
1813:(1): 77–86.
1810:
1806:
1797:
1793:
1766:
1762:
1735:
1729:
1695:(1): 17–42.
1692:
1688:
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1608:
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1598:
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1411:
1405:
1380:
1376:
1366:
1341:
1337:
1331:
1322:
1313:
1304:
1266:(1): 17–42.
1263:
1259:
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1236:
1232:
1222:
1205:
1201:
1194:
1185:
1177:
1172:
1163:
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1111:
1107:
1101:
1093:
1088:
1079:
1070:
1061:
1056:Carson et al
1052:
1043:
1034:
1025:
1016:
1007:
990:
986:
980:
963:
959:
953:
944:
922:(1): 47–57.
919:
915:
909:
900:
891:
882:
873:
864:
855:
846:
821:
817:
811:
794:
790:
784:
767:
763:
757:
748:
723:
719:
713:
683:(1): 17–42.
680:
676:
670:
653:
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634:
607:
603:
597:
572:
568:
562:
535:
531:
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109:
97:
76:
50:
16:
15:
2041:10654/42291
1972:: 115–139.
1800:(1): 40–67.
610:: 115–139.
47:Definitions
2077:Leadership
2071:Categories
1114:(2): 269.
1096:, 106-129.
513:References
385:Moderators
339:In schools
160:centrality
94:Background
41:leadership
21:leadership
2050:143495762
1874:144069709
1397:145487818
1358:144048722
1280:0022-4545
1245:0015-8259
1239:(5): 86.
589:145722151
362:Leithwood
354:Leithwood
130:Measuring
88:team work
1775:20159921
1717:42606395
1709:22308759
1660:24188392
1625:24188392
1590:24188392
1502:59461064
1467:55409967
1432:17199509
1296:42606395
1288:22308759
1128:30903397
936:12951230
838:24188392
803:20159921
740:55455444
705:42606395
697:22308759
662:20159921
451:See also
375:efficacy
305:cohesion
273:coaching
261:coaching
256:coaching
196:occurs.
194:coaching
135:scales.
120:teamwork
1754:6235095
1233:Fortune
554:6235095
280:Effects
212:purpose
210:Shared
2060:
2048:
1984:
1957:
1915:
1905:256874
1903:
1884:
1872:
1785:
1773:
1752:
1715:
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703:
695:
660:
622:
587:
552:
377:, and
105:consul
35:, and
2046:S2CID
1901:JSTOR
1870:S2CID
1771:JSTOR
1750:S2CID
1713:S2CID
1498:S2CID
1463:S2CID
1428:S2CID
1393:S2CID
1354:S2CID
1292:S2CID
1124:S2CID
932:S2CID
799:JSTOR
736:S2CID
701:S2CID
658:JSTOR
585:S2CID
550:S2CID
309:trust
243:goals
229:Voice
19:is a
2058:ISBN
1982:ISBN
1955:ISBN
1913:ISBN
1882:ISBN
1783:ISBN
1705:PMID
1678:ISBN
1656:PMID
1621:PMID
1586:PMID
1284:PMID
1276:ISSN
1241:ISSN
834:PMID
693:PMID
620:ISBN
101:Rome
25:team
2036:hdl
2028:doi
2007:doi
1974:doi
1940:doi
1862:doi
1836:doi
1815:doi
1740:doi
1697:doi
1693:152
1648:doi
1613:doi
1578:doi
1551:doi
1490:doi
1455:doi
1420:doi
1385:doi
1346:doi
1268:doi
1264:152
1237:130
1210:doi
1116:doi
995:doi
968:doi
924:doi
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