Blackwell, Michelle D. “Purposefully Communicating in a Small, Quaker School.” Institute for Engaging Leadership in Friends Schools 2011–2013 Action Research(April 2013): 5–6.
After researching her own strengths and weakness as a leader, Michelle D. Blackwell became aware of her lack of effective listening and her avoidance of conflict. Blackwell used these weaknesses as a starting point to help her staff with its communication, especially as most of its members were women for whom avoiding conflict was common.

Bryans, Martha B. “Leadership in Friends Schools: The Experiences of School Heads.” Dissertation, University of Pennsylvania, 2000.
After collecting and examining data from personal interviews with twenty-eight Quaker school heads, Martha Bryans studied the dynamics of leadership beliefs, practices, and development within Friends schools. From the data, Bryans gained a better understanding of individual career paths, including the influences of gender and race on those paths. Her study also explored how school heads understand leadership in a context that values equality and broad-based participation. As a result of her findings, Bryans proposed a leadership development program that emphasizes recognition, sponsorship, and the use of Quaker decision-making practices for these schools.

Christensen, Ginny. “Discovering the Potential for Growth: Conflict at the Governance Level in Friends Schools.” Dissertation, Fielding Graduate University, Santa Barbara, California, 2005.
Ginny Christensen gathered data from interviews with a variety of individuals from Friends schools; the participants ranged from trustees to a focus group with consultants who work with Friends schools’ boards to individuals in between. From her research, Christensen Christensen uncovered two excellent predictors of growth in organizational dynamics, as well as three other key findings: major conflict was often experienced at the governance level; common deficits suggested a widespread need for board preparation; investment in preparation for governance mattered dramatically. As a direct result of this study, Christensen was able to create a module-based program, which minimizes the potential damage posed by conflict at the governance level and maximizes the potential of using said conflict for organizational growth, for board preparedness, and board education.

Compagnucci, Sean. “In What Ways Can Quaker Schools Incorporate Quaker Faith and Practice into the Internal Workings of the School?” Institute for Engaging Leadership in Friends Schools 2005–2007 Action Research (April 2007): 10–11.
Sean Compagnucci drew up research on if and how Quaker ideals must be at the forefront of all parts of a Friends school as a business. He concludes that a Friends school should run more like a monthly meeting in that every employee should have responsibility in furthering the mission of Quaker education.

Holland, Michelle. “In What Ways is Quakerism Embraced in the Leadership Practices of Friends Schools?” Institute for Engaging Leadership in Friends Schools 2007–2009 Action Research (April 2009): 15–16. 
Michelle Holland began her research on how Quakerism is used in leadership practices in Friends schools by incorporating more Quaker practices into her day-to-day responsibilities. She asked her faculty members to slow down and revise their curricula in order to focus on things that are meaningful. Holland also began to provide clearer communication on decisions and how decisions will be made.

Hoopes, Tom. “What Does Leadership Look Like in Strategic Planning at a Friends Elementary School?” Friends Council on Education Leadership Expressions Action Research (April 2015): 12–13.
Tom Hoopes outlines the steps he took in order to create and implement a strategic plan for his school; his plan showed the school’s community its commitment to generating a successful future for itself.

Kessel, Terry. “Maintaining The Friendliness of a Quaker School in Today’s World.” Friends Council on Education Action Learning (April 2005): 11–12. 
Terry Kessel’s Action Research came from an interest in how Quaker schools’ ideals can actually work in the real world; she focuses here specifically on the successes and failures of a Quaker school governing board. Richard Chait suggested that board members must be chosen strategically, as each member must be an asset. Kessel provides a list of possible next steps if a board structure is failing or lost.

Lutkus, Ted. “Reflection in Action Research.” Friends Council on Education Action Learning (April 2005): 13–14.
After beginning Action Research on better scheduling for Friends schools with middle and upper schools, Ted Lutkus realized the importance of reflection within research. Reflection allowed Lutkus’s ideas to evolve and mature.

Mayer, Eric. “Composing a Sustainable Headship.” Institute for Engaging Leadership in Friends Schools 2005–2007 Action Research (April 2007): 22–23. 
Eric Mayer interviewed multiple current, former, and interim school heads to learn their thoughts on what allows for a long and successful tenure that is balanced and healthy.

Pancoe, Deborra Sines. “Nurturing Care Relationships: An Aspect of Leadership in Friends Meetings and Schools.” Friends Council on Education Action Learning (April 2005): 19–20.
Deborra Sines Pancoe’s Action Research and learning sprang from her interest in the relationships between Friends meetings and schools and how that relationship can affect school life. Taking assistance from a National Association of Independent Schools publication titled Effective Community Relations: A Handbook for Independent Schools, Sines Pancoe conducted three focus groups whose membership consisted of individuals from meetings and Friends schools that have a positive relationship. She found that a leadership relationship among the head of school, the clerk of the board of trustees, and the clerk of the meeting is key in nurturing the relationships between meetings and schools.

Shaw, Russell. “Navigating the Transition to School Headship.” Voices of Leadership, Institute for Engaging Leadership in Friends Schools 2009–2011 Action Research (April 2011): 31–32. 
After being chosen for the new headship at Georgetown Day School, Russell Shaw interviewed various current heads of Friends schools to gain insight and guidance. As of late 2017, Shaw is also using his experience at Friends schools in order to guide him through this independent school headship.

Thompson, Whitney. “Co-Headship.” Institute for Engaging Leadership in Friends Schools 2005–2007 Action Research (April 2007): 32–33. 
Whitney Thompson started her Action Research out of an interest in shared leadership, particularly in discovering if it could be the solution to the retention of individuals in certain positions that had previously experienced difficulty staying filled. As of late 2017, Thompson’s Action Research concerns both how co-heads view their own headship and the overall success of sharing leadership roles and responsibilities. She also hopes to continue research on how the Friends school community views shared leadership.

Van Arkel, Nancy. “Forming a Collegial Support Group for Middle School Principals.” Institute for Engaging Leadership in Friends Schools 2007–2009 Action Research(April 2009): 31–32.
Nancy van Arkel used her experience from library networks to create a small support group for Friends middle school principals in the Philadelphia area; the group featured focused meetings and the ability of its members to seek each other out for help and advice.