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Author: Angela L. Newcomb Publisher: ISBN: Category : Academic achievement Languages : en Pages : 202
Book Description
Leadership is crucial in schools, especially when implementing change. Research shows that leadership can have a positive effect, albeit indirect, on student achievement (Cheng, 1994; Heck, Larsen & Marcoulides, 1990; Hallinger & Heck, 1996; and Johnson, Livingston, Schwartz, & Slate, 2000). This indirect effect implies a need for teacher expertise and distributed leadership to increase teacher buy-in for reform movements in schools. Recent studies have attempted to tie leadership to student achievement (Heck, et al., 1990; Chen, 1994; Hallinger & Heck, 1996; Johnson, et al., 2000; Heck & Hallinger, 2009; Leithwood, Patten, & Jantzi, 2010; Supovitz, Sirinides, & May, 2010; New Teacher Center, 2011), hoping to clarify literature that at times is ambiguous and confusing (Leithwood, et al. 2010). Also, authors have cited little empirical research regarding the relationships between leadership and achievement (Leithwood, et al., 2010). The purpose of this study was to examine the relationship between teacher perceptions of leadership constructs (Teacher Leadership and School Leadership) and student achievement on the Next-Generation Learner components of Kentucky's accountability system. A non-experimental correlational design was used with a nonrandom sample of existing data. This study employed canonical correlation and 3 x 3 factorial MANOVA to identify relationships between the leadership variables and student achievement variables. The sample included a population of Kentucky teachers and students reported on the school level (N = 1033). Data were obtained from the 2013 administration of the Kentucky Teaching, Empowering, Leading, and Learning (TELL) Survey for leadership perceptions, and from the 2013 K-PREP test for student achievement data. The leadership variable set included the factors of Teacher Leadership and School Leadership, and the student achievement variable set included Achievement, Gap, and Growth scores from the K-PREP. Results from the canonical correlation analysis indicated that there was a significant positive canonical correlation that was large in magnitude between both School Leadership and Teacher Leadership and all student achievement variables. Results from the MANOVA indicated a statistically significant difference between schools with high, medium, and low Teacher Leadership and all student achievement variables (p = .020), and post hoc comparisons indicated that the means were significantly different among all groups. Group Teacher Leadership means increased as student achievement scores increased. Implications and recommendations for teachers, school administrators, and higher education administrators are discussed.
Author: Angela L. Newcomb Publisher: ISBN: Category : Academic achievement Languages : en Pages : 202
Book Description
Leadership is crucial in schools, especially when implementing change. Research shows that leadership can have a positive effect, albeit indirect, on student achievement (Cheng, 1994; Heck, Larsen & Marcoulides, 1990; Hallinger & Heck, 1996; and Johnson, Livingston, Schwartz, & Slate, 2000). This indirect effect implies a need for teacher expertise and distributed leadership to increase teacher buy-in for reform movements in schools. Recent studies have attempted to tie leadership to student achievement (Heck, et al., 1990; Chen, 1994; Hallinger & Heck, 1996; Johnson, et al., 2000; Heck & Hallinger, 2009; Leithwood, Patten, & Jantzi, 2010; Supovitz, Sirinides, & May, 2010; New Teacher Center, 2011), hoping to clarify literature that at times is ambiguous and confusing (Leithwood, et al. 2010). Also, authors have cited little empirical research regarding the relationships between leadership and achievement (Leithwood, et al., 2010). The purpose of this study was to examine the relationship between teacher perceptions of leadership constructs (Teacher Leadership and School Leadership) and student achievement on the Next-Generation Learner components of Kentucky's accountability system. A non-experimental correlational design was used with a nonrandom sample of existing data. This study employed canonical correlation and 3 x 3 factorial MANOVA to identify relationships between the leadership variables and student achievement variables. The sample included a population of Kentucky teachers and students reported on the school level (N = 1033). Data were obtained from the 2013 administration of the Kentucky Teaching, Empowering, Leading, and Learning (TELL) Survey for leadership perceptions, and from the 2013 K-PREP test for student achievement data. The leadership variable set included the factors of Teacher Leadership and School Leadership, and the student achievement variable set included Achievement, Gap, and Growth scores from the K-PREP. Results from the canonical correlation analysis indicated that there was a significant positive canonical correlation that was large in magnitude between both School Leadership and Teacher Leadership and all student achievement variables. Results from the MANOVA indicated a statistically significant difference between schools with high, medium, and low Teacher Leadership and all student achievement variables (p = .020), and post hoc comparisons indicated that the means were significantly different among all groups. Group Teacher Leadership means increased as student achievement scores increased. Implications and recommendations for teachers, school administrators, and higher education administrators are discussed.
Author: Valerie A. Storey Publisher: IAP ISBN: 1641135514 Category : Education Languages : en Pages : 281
Book Description
Leading in Change: Implications for School Leadership Preparation in England and the United States considers the ways in which school leadership, and its preparation has changed and developed in response to a rapidly changing educational scenario over the past decade. Drawing together leading thinkers, researchers, and practitioners in the field of school leadership and management this text takes an international perspective to consider what we know about school diversification, and school leadership preparation. Theoretically and conceptually informed, the contributors’ draw on recent empirical research studies and practitioner experience into school leadership preparation to examine how neoliberal and neoconservative policies are working in unison to privatize and corporatize public schools. It looks at how these policies have impacted the preparation of school leaders. In addition to information, critique, and analysis, multiple perspectives are provided that readers can draw upon to ensure aspiring school leaders are successfully prepared to lead in a diversified and corporate school context. The book is divided into three sections. In the first section key topics covered include: • Relationship between school corporatization and leadership preparation in England and the United States • Comparative analysis of US charter schools and UK academy trusts Section two is focused on England. Key topics covered include: • System leadership and governance in networked systems • Role of a specialist leader • Role of social capital in the leadership of academy and free schools • Building leadership capacity • Women's leadership preparation in the independent sector Section three is focused on the United States. Key topics covered include: • Overview of current education reform, issues and challenges for school leadership • Historical analysis of standards for educational leadership preparation programs • Preparing charter school leaders, emerging challenges and opportunities • Role of a growth mindset in principal preparation programs • School leadership preparation and development in one state Leading in Change: Implications for School Leadership Preparation in England and the United States is essential reading for those who work, study, or research in k-12 school reform. Contributors examine the current research and best practices on present school leadership preparation programs in England and the US adding to the discourse on effective training methods for 21st century school leaders. Given the crucial importance of leadership for effective school performance, a number of strategies are proposed by chapter authors to help future school leaders operate successfully in demanding and changing times.
Author: JOURNAL OF SCHOOL LEADERSHIP Publisher: Rowman & Littlefield ISBN: 1475836767 Category : Education Languages : en Pages : 146
Book Description
The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Author: Showen Marzel Herring Publisher: ISBN: Category : Academic achievement Languages : en Pages : 306
Book Description
ABSTRACT: This study investigated the relationship between perceived transformational leadership behaviors and student achievement. School achievement data and data collected through the Principal Leadership Questionnaire (PLQ) were examined to determine if a statistical relationship existed between the tranformational leadership behaviors of principal, as perceived by teachers and principals, with overall student achievement, mathematics achievement, and language arts achievement. Survey data were collected from principals and teachers in a Southwest Tn school district. A series of independent samples t-tests, and analysis of variance (ANOVA), and a Kruskal-Wallis test revealed a connection between the perceived behaviors exhibited by principals in higher performing schools as compared with lower performing schools. A significant difference in the teachers' perceptions was also identified in relation to a principal's ability to (a) articulate a vision, (b) provide an appropriate model, (c) foster the acceptance of group goals, (d) provide intellectual stimulation, and (f) hold high expectations. However, the study did not find a significant difference in the teachers' perceptions of a principals's ability to provide support to teachers. When determining the relationship between perceived leadership behaviors and student behavior, there was a statistically significant difference in the language art achievement of students in schools in which teachers' perceptions of transformational leadership behaviors were higher then that of the principals'. The relationship was not significant, however, for mathematics achievement and overall student achievement.
Author: Robert J. Marzano Publisher: Solution Tree Press ISBN: 1935542362 Category : Education Languages : en Pages : 297
Book Description
Bridge the great divide between distanced administrative duties and daily classroom impact. This book introduces a top-down power mechanism called defined autonomy, a concept that focuses on district-defined, nonnegotiable, common goals and a system of accountability supported by assessment tools. Defined autonomy creates an effective balance of centralized direction and individualized empowerment that allows building-level staff the stylistic freedom to respond quickly and effectively to student failure.
Author: Julie English Publisher: ISBN: Category : Education Languages : en Pages :
Book Description
Districts have long faced the challenge of creating and sustaining effective leadership. Today’s school leaders are expected to perform at a higher level than ever before with increased accountability for student achievement. They need to create and maintain a challenging learning environment, focus on excellence, and serve as a positive agent for change (Hipp & Huffman, 2010). Professional Learning Communities (PLCs) provide an opportunity for leaders to improve school performance by improving student achievement (Hipp & Huffman, 2010). School culture can be changed to a culture of hope by using the principles of PLCs that are at the heart of successful education reform (DuFour & Fullan, 2013). The purpose of this study was to describe the teachers’ beliefs of five leadership practices as defined by the Leadership Practices Inventory [LPI] (Kouzes & Posner, 2013). Moreover, this study described the teachers’ beliefs of the implementation of the six dimensions of their PLC, defined by the Professional Learning Community Assessment-Revised [PLCA-R] (Oliver et al., 2014), in elementary and intermediate This is a quantitative study where the results of two survey instruments will be analyzed with a descriptive statistical analysis to describe the teachers’ beliefs of their principals’ leadership practices in addition to their beliefs of the six dimensions of their professional learning community. The goal was to determine the beliefs of leadership practices that could have the greatest positive impact on the implementation of the six dimensions of a PLC. The results of the LPI found evidence that all five leadership practices were perceived by teachers to be occurring in the schools studied. Two ix practices, Model the Way and Inspire a Shared Vision emerged most often. The results of the PLCA-R revealed that teachers in all the schools studied were focused on student learning, collaboration and results orientation. Additionally, teachers on these campuses understand and are committed to the vision of the school, to its goals for instruction, and its priorities (DuFour et al., 2008).
Author: Engin Karadağ Publisher: Springer ISBN: 3319560832 Category : Education Languages : en Pages : 333
Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Philip Hallinger Publisher: Springer ISBN: 3319155334 Category : Education Languages : en Pages : 210
Book Description
This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.
Author: Angela L. Newcomb
Author: Angela L. Newcomb
Author: Valerie A. Storey
Author: JOURNAL OF SCHOOL LEADERSHIP
Author: Showen Marzel Herring
Author: Robert J. Marzano
Author: Julie English
Author: Robert J. Marzano
Author: Engin Karadağ
Author: Philip Hallinger
Author: Jennifer W. Stith