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Author: Roy V. Miller Publisher: ISBN: Category : Languages : en Pages : 101
Book Description
With increasing pressures to improve student performance, schools need strategic methods to positively affect student achievement. The concept of effective school leadership to increase achievement in the urban school is one way of using characteristics of a school leader as a means of improving student performance. Using Rodriquez's (2008) concept of principal leadership style assist failing schools and bring them into good academic standards in as little as one year. Rodriquez's study undertook a mixed methods approach examining the relationship between school leadership and student achievement gains in public schools. This study is similar to Rodriquez's study. However, Rodriquez looked at gains, while this study will look at both achievement and gains. The research is a quantitative study using correlational analysis. A Spearman rho procedure was used to analyze the data. Seven independent variables were identified as competent, dependable, fair-minded, forward-looking, honest, inspiring, and supportive. The eight independent variables were 4th grade math gains, 4th grade reading gains, 4th grade math achievement, 4th grade reading achievement, 5th grade math gains, 5th grade reading gains, 5th grade math achievement, and 5th grade reading achievement. The survey was administered using an adapted survey based on the "Qualities of an Effective Leader" from Leadership is everyone's business: Facilitator's guide by Kouzes and Posner (2007b). The survey was administered to 77 classroom teachers in both fourth and fifth grades in 12 Title One urban schools in a metropolitan school district. This research will determine if there is a relationship between teachers' identified leadership characteristics of school principals and students' achievement and value-added gains.
Author: Roy V. Miller Publisher: ISBN: Category : Languages : en Pages : 101
Book Description
With increasing pressures to improve student performance, schools need strategic methods to positively affect student achievement. The concept of effective school leadership to increase achievement in the urban school is one way of using characteristics of a school leader as a means of improving student performance. Using Rodriquez's (2008) concept of principal leadership style assist failing schools and bring them into good academic standards in as little as one year. Rodriquez's study undertook a mixed methods approach examining the relationship between school leadership and student achievement gains in public schools. This study is similar to Rodriquez's study. However, Rodriquez looked at gains, while this study will look at both achievement and gains. The research is a quantitative study using correlational analysis. A Spearman rho procedure was used to analyze the data. Seven independent variables were identified as competent, dependable, fair-minded, forward-looking, honest, inspiring, and supportive. The eight independent variables were 4th grade math gains, 4th grade reading gains, 4th grade math achievement, 4th grade reading achievement, 5th grade math gains, 5th grade reading gains, 5th grade math achievement, and 5th grade reading achievement. The survey was administered using an adapted survey based on the "Qualities of an Effective Leader" from Leadership is everyone's business: Facilitator's guide by Kouzes and Posner (2007b). The survey was administered to 77 classroom teachers in both fourth and fifth grades in 12 Title One urban schools in a metropolitan school district. This research will determine if there is a relationship between teachers' identified leadership characteristics of school principals and students' achievement and value-added gains.
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: Tiffany Shanice Aaron Publisher: ISBN: Category : Languages : en Pages : 448
Book Description
The purpose of this dissertation explored, described, and interpreted the perceptions and practices of five Black women principals who have led a successful school turnaround effort. This research explored Black women's understandings and experiences leading and sustaining improvements in formerly lower-performing schools. Specifically, this study aimed to explore, describe, and interpret successful Black women leaders' perceptions and practices for improving, turning around, and continuing increases in student achievement. This study focused on how principals made sense of their leadership and leadership practices during the improvement initiative and the process of continuous improvements. The research questions pertaining to this study included: 1) How do successful Black women principals who have led a school turnaround initiative understand and describe how their leadership has changed over time? 2) What leadership characteristics, actions, and strategies do Black women principals who have led a successful school turnaround initiative believe are the critical components for leadership for sustained school improvement? Using a multiple case study qualitative approach, the findings from this study bring forth the perceptions of a sample of Black women educational leaders who led a successful school turnaround approach. Five principals from two southern states whose schools experienced a consistent decline in student achievement before their appointment were purposefully sampled for this study. The principals in this study had achieved a successful turnaround and now were in the process of sustaining improvements in their student achievement. Their interview responses were analyzed using Black women's standpoint theory. The findings consist of seven broad themes: (a) Stepping Backwards to Move Forward: Addressing the School Context and Learning Environment, (b) Implementing Strategies to Initiate the Improvement Process, (c) Continuing to Tackle Persistent Challenges, (d) Approaching with a Learning Posture, (e) Remaining Goal Oriented: Know the Data, Establish an Instructional Framework, Demand Accountability, and Monitor the Expectations, (f) Doing Whatever it Takes: Advocate for Your School's Needs and Believe in Midcourse Corrections, (g) Continuing the Work and Utilizing Instructional Support. This study pertains to school turnaround and may be of interest to leadership instructors, state and district officials, and principals in chronically underperforming context.
Author: Linda A. Rudnick Publisher: ISBN: Category : English language Languages : en Pages : 126
Book Description
Since the passage of the No Child Left Behind Act (NCLB) in 2001, the most recent version of the Elementary and Secondary Education Act (1965), the role of the school principal has been expanded to include significant responsibilities for the instructional leadership of schools, ensuring that all children achieve to meet high standards, and that the needs of children with special learning challenges are met. At the core of the No Child Left Behind Act (2001) are a number of measures designed to drive broad gains in student achievement and to hold states and schools more accountable for student progress. Principals are expected to respond to accountability measures imposed by external constituents by acting as agents of change. Since the passage of the Act, standardized tests and assessment-based reforms have been widely implemented in the public school system in the United States. The intent of these reforms is to academically challenge all students to meet high standards, including English Language Learners (ELLs), and to ensure that attention and resources are given to these students to help them achieve their full potential. NCLB requires school districts to annually report the standardized test scores of student subgroups, including the ELLs. They are required by the law to meet targets set by their states for "adequate yearly progress," or AYP, or face sanctions. NCLB regulations stipulate that ELLs must be tested in mathematics beginning with the first round of state exams after the students enter a United States school, and in reading after they have been in a U.S. school for at least one year. This poses a tremendous challenge for teachers and for school principals, whose schools are publicly identified in the accountability system in New York State as meeting or failing to meet the target based on student achievement on these assessments. This quantitative study identified the attributes (beliefs and practices) of principals in New York State schools outside of New York City that contribute to ELLs' success as measured by their performance on state tests. The following areas were examined: visionary leadership, cultural and instructional leadership, school management and parent and community relations. Statistically significant results were found in ten areas of principal leadership in three of the five are as that were examined. In the area of cultural leadership, practicing shared leadership, creating a school climate that values diversity, professionally developing both ELL teachers and other staff working with ELLs on best practices, creating a climate of accountability for ELLs, and establishing and monitoring goals for ELL success emerged from the data as statistically significant. In the area of instructional leadership, collecting data on the ELLs early and visiting classrooms regularly to provide teachers substantial feedback on their instructional practices also emerged as statistically significant. Lastly, in the area of school management, taking a key role in the improvement of teaching and learning for ELLs, recruiting and retaining qualified and invested teaching staff, and acquiring resources to support ELL teaching were areas of principal leadership that surfaced as significant findings. The survey results gleaned from respondents provide direction to the field in ELL education and identify the specific areas of focus for school leaders in the development of a quality program that will yield desired results for this growing population of students in our schools.
Author: Tom Payzant Publisher: John Wiley & Sons ISBN: 0470918373 Category : Education Languages : en Pages : 135
Book Description
This important book, written by educational expert and urban school leader, Tom Payzant, offers a realistic understanding of what urban school leadership looks like from the inside. Payzant shares his first-hand knowledge of the unique managerial, instructional, and political tasks of this role. Effectively combining practical lessons and research, Urban School Leadership includes in-depth analysis of various leadership concerns. The book covers topics such as improving student achievement, working with unions, building community, and maintaining and developing resources. Most importantly, it offers stories of real school leaders whose successes and missteps reveal the inherent "messiness" of this difficult job. Urban School Leadership is part of the Jossey-Bass Leadership Library in Education series. "This important book provides compelling examples of how effective leaders can have hope, see progress, and achieve success for all children in the schools and districts they lead." Richard Riley, former United States Secretary of Education "Tom Payzant is one of the few people who could provide such a comprehensive, useful book for educational leaders at all levels. This very practical book is grounded in the important experiences and impressive judgment of one of our nation's most successful school superintendents" Jon Schnur, co-founder and CEO, New Leaders for New Schools "Tom Payzant is one of the finest urban educators of our generation. Urban School Leadership is compelling, crisp, and wise providing a clear path for those dedicated to improving the trajectory of children's lives." Timothy F.C. Knowles, executive director, Center for Urban School Improvement, University of Chicago "Urban School Leadership is a must read for anyone interested in the landscape of urban public education in America." Beverly Hall, superintendent, Atlanta Public Schools
Author: Kenneth Leithwood Publisher: Springer ISBN: 3319509802 Category : Education Languages : en Pages : 362
Book Description
While considerable evidence indicates that school leaders are able to make important contributions to the success of their students, much less is known about how such contributions are made. This book provides a comprehensive account of research aimed at filling this gap in our knowledge, along with guidelines about how school leaders might use this knowledge for their own school improvement work. Leadership practices known to be effective for improving student success are outlined in the first section of the book while the remaining sections identify four “paths” along which the influence of those practices “flow” to exercise an influence on student success. Each of the Rational, Emotional, Organizational and Family paths are populated by conditions or variables known to have relatively direct effects on student success and also open to influence by effective leadership practices. While the Four Path framework narrows the attention of school leaders to a still-considerable number conditions known to contribute to student success, it leaves school leaders the autonomy to select, for improvement efforts, the sub-set of conditions that make the most sense in their own local circumstances. The approach to leadership described in this book provides evidence-based guidance on what to lead and flexibility on how to lead for purposes of improving student learning.
Author: Sean Grant Publisher: ISBN: 9780833099624 Category : Education Languages : en Pages : 0
Book Description
The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume (available on the website) catalogues these interventions in more detail and outlines the research that has examined them.
Author: Roy V. Miller
Author: Roy V. Miller
Author: Engin Karadağ
Author: Tiffany Shanice Aaron
Author: Robert J. Marzano
Author: Linda A. Rudnick
Author: Melissa R. Roderick
Author: Christopher Day
Author: Tom Payzant
Author: Kenneth Leithwood
Author: Sean Grant