امام جمعه، محمد رضا؛ کرامت، عزیز و ساکی، رضا. (1395). رابطه بین رهبری فکورانه با اثربخشی مدارس ابتدایی شهر قدس براساس الگوی پارسونز. رهیافتی نو در مدیریت آموزشی. 28(4)، 168-149.
حقانی، فریبا؛ جعفری میانایی، سهیلا و احسانی، مریم. (1392). یادگیری و یاددهی تأملی: مطالعه مروری. مجله ایرانی آموزش در علوم پزشکی، ۱۳ (۱۱)، 998-989.
سرجیوانی، توماس و استارات، رابرت. (1393). نظارت آموزشی: بازتعریف. مترجم رضا هویدا، علی سیادت و حمید رحیمی. اصفهان: انتشارات دانشگاه اصفهان.
سنگه، پیتر. ام. (1395). پنجمین فرمان، خلق سازمانهای یادگیرنده. مترجم کمال هدایت و محمد روشن. تهران: سازمان مدیریت صنعتی.
ﺳﯿﻒ، ﻋﻠﯽ ﺍﮐﺒﺮ. (1380). ﻧﻈﺮﯾﻪ ﺳﺎﺯﻧﺪﮔﯽ ﯾﺎﺩﮔﯿﺮﯼ ﻭ ﮐﺎﺭﺑﺮﺩﻫﺎﯼ ﺁﻣﻮﺯﺷﯽ ﺁﻥ. فصلنامه ﺗﻌﻠﯿﻢ ﻭ ﺗﺮﺑﯿﺖ. 65(۱)، 76-61.
شوماخر، رندال ای و لومکس، ریچارد جی. (1388). مقدمهای بر مدلسازی معادله ساختاری. ترجمه وحید قاسمی. تهران: انتشارات جامعه شناسان.
کلاین، پل. (1382). راهنمای آسان تحلیل عاملی. ترجمة سیدجلال صدرالسادات و اصغر مینایی. تهران: سمت.
نیستانی، محمدرضا. (1391). اصول و مبانی دیالوگ: روش شناخت و آموزش. اصفهان: نشر آموخته.
Apple, R. (2015). Mindfulness matters: a powerful resource for over-stressed physician leaders. Physician leadership journal, 2(3), 42-44.
Bernard, A. W., Gorgas, D., Greenberger, S., Jacques, A., & Khandelwal, S. (2012). The use of reflection in emergency medicine education. Academic Emergency Medicine, 19(8), 978-982.
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in higher education, 23(2), 191-206.
Castelli (2012). The Global Leader as Reflective Practitioner. Association for Global Business International Academy of Linguistics Behavioral and Social Sciences. Proceedings of the 24th Annual Meeting (Volume 24). November 15-17, 2012. Washington, D.C. U.S.A.
Castelli, P. A. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.
Castelli, P. A., Marx, T., & Egleston, D. (2014). Cultural adaptation mediates the relationship between reflective leadership and organizational performance for multinational organizations. Journal of Scholastic Inquiry: Business, 2(1), 57-70.
Coste, J., Guillemin, F., Pouchot, J., & Fermanian, J. (1997). Methodological approaches to shortening composite measurement scales. Journal of clinical epidemiology, 50(3), 247-252.
Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical assessment, research & evaluation, 10(7), 1-9.
Eby, M. A. (2000). Understanding professional development. Critical practice in health and social care, 48-70.
Ekebergh, M. (2007). Lifeworld‐based reflection and learning: a contribution to the reflective practice in nursing and nursing education. Reflective practice, 8(3), 331-343.
Ersozlu, A. (2016). School Principals' Reflective Leadership Skills through the Eyes of Science and Mathematics Teachers. International Journal of Environmental and Science Education, 11(5), 801-808.
Eraut, M. (2004). The practice of reflection. Learning in Health and Social Care, 3(2), 47-52.
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27.
Greenwood, J. (1993). Reflective practice: a critique of the work of Argyris and Schön. Journal of advanced nursing, 18(8), 1183-1187.
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education. Springer.
Kolb, D. A. (1975). Toward an applied theory of experiential learning. Theories of group process.
McDaniel, E. A., & DiBella-McCarthy, H. (2012). Reflective leaders become causal agents of change. Journal of Management Development, 31(7), 663-671.
Matsuo, M., & Matsuo, M. (2016). Reflective leadership and team learning: an exploratory study. Journal of Workplace Learning, 28(5), 307-321.
Mezirow, J. (1998). On critical reflection. Adult education quarterly, 48(3), 185-198.
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. Psychology Press.
Romano, M. E. (2006). “Bumpy moments” in teaching: Reflections from practicing teachers. Teaching and Teacher Education, 22(8), 973-985.
Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School effectiveness and school improvement, 17(2), 179-199.
Schon, D. A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.
Schwartz, M. L., & Castelli, P. A. (2014). Motivating strategies leaders employ to increase follower effort. The Journal of Values-Based Leadership, 7(1), 8.
Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2012). Mindfulness-based cognitive therapy for depression. Guilford Press.
Sherwood, G., & Horton-Deutsch, S. (2012). Turning vision into action: Reflection to build a spirit of inquiry. Reflective practice: Transforming education and improving outcomes, 3-19