The Impact of School Leadership on Pupil Outcomes PDF Download

Author: Christopher Day (ACP.)
Publisher:
ISBN: 9781847754455
Category : Academic achievement
Languages : en
Pages : 206

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Author: Christopher Day
Publisher:
ISBN: 9781909437760
Category :
Languages : en
Pages : 68

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Author: Viviane Robinson
Publisher: John Wiley & Sons
ISBN: 1118090292
Category : Education
Languages : en
Pages : 192

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Book Description
Student-Centered Leadership offers a timely and thoughtful resource for school leaders who want to turn their ideals into action. Written by educational leadership expert Viviane Robinson, the book shows leaders how they can make a bigger difference to the quality of teaching and learning in their school and ultimately improve their students' performance. This book is based not on fad or fashion but on the best available evidence about the impact of different types of leadership on student outcomes. The book includes examples of five types of leadership practice as well as rich accounts of the knowledge and skills that leaders need to employ them with confidence. Filled with practical lessons, clear information, and much inspiration, Robinson encourages leaders to experiment with changing how they lead so they can transform their schools for the better. Student-Centered Leadership is part of the Jossey-Bass Leadership Library in Education series. Praise for Student-Centered Leadership "Student-Centered Leadership shines with clarity and practical, powerful ideas. Add this book to your leadership library."—Michael Fullan, author, The Six Secrets of Change and Leading in a Culture of Change "Viviane Robinson's compelling book is both evidence based and profoundly practical."—Steve Munby, chief executive, National College for Leadership of Schools and Children's Services, England "This book will be an equally important resource for individual school leaders, professional developers, and administrator-preparation programs. There will be two copies on my shelf—one to loan and one for my own reference."—Karen Seashore Louis, Regents Professor, University of Minnesota

Author: Christopher Day
Publisher: McGraw-Hill Education (UK)
ISBN: 0335242456
Category : Social Science
Languages : en
Pages : 306

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This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are – their values, virtues, dispositions and competencies – as well as their timely use of change and improvement strategies. Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors: Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schools’ improvement journeys Provide illustrative case studies of primary and secondary schools that highlight context sensitive strategies Provide a contemporary overview of international research and thinking about successful school leadership Recognize similar and distinguishing features between schools in different socio-economic groups This book is valuable reading for…school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership.

Author: Jaap Scheerens
Publisher: Springer Science & Business Media
ISBN: 9400727682
Category : Education
Languages : en
Pages : 158

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This highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a ‘lean’ form of school leadership that is comparable to the concept of ‘meta-control’. A wide-ranging survey of the empirical research literature on leadership effects includes the presentation of results from earlier meta-analyses as well as a new meta-analysis on some 25 studies carried out between 2005 and 2010. This survey demonstrates that older reviews and meta-analyses were predominantly based on so-called ‘direct effect’ studies, while more recent studies have tried to quantify the indirect effects of leadership, mediated by other school variables. While acknowledging the relatively small total effect of leadership on student outcomes, the study does identify promising intermediary factors which, stimulated by specific leadership behaviours, impact on student performance. The book ends by drawing out wider implications for educational practice and policy, presented under headings such as ‘schools need leadership’, ‘the toolkit of the school leader as a meta-controller’, ‘the special case of turning around failing schools’ and ‘efficiency of school leadership’. In passing, the authors make several suggestions about potentially fruitful next steps in researching the effects of school leadership.

Author: Tony Townsend
Publisher: Springer Science & Business Media
ISBN: 9400713509
Category : Education
Languages : en
Pages : 1311

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Book Description
The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean. Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.

Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416602275
Category : Education
Languages : en
Pages : 210

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Describes a variety of leaders hip responsibilities that have an effect on student achievement.

Author: Kenneth Leithwood
Publisher: John Wiley & Sons
ISBN: 0470623314
Category : Education
Languages : en
Pages : 326

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Linking Leadership to Student Learning Linking Leadership to Student Learning clearly shows how school leadership improves student achievement. The book is based on an ambitious five-year study on educational leadership that was sponsored by The Wallace Foundation. The authors studied 43 districts, across 9 states and 180 elementary, middle, and secondary schools. In this book, Kenneth Leithwood, Karen Seashore Louis, and their colleagues report on what they found. They examined leadership at each organizational level in the school system—classroom, school, district, community, and state. Their comprehensive approach to investigating school leadership offers a balanced understanding of how the structures within which leaders operate shape what they do. The results within will have significant implications for future policy and practice. Praise for Linking Leadership to Student Learning "Kenneth Leithwood and Karen Seashore Louis offer a seminal new contribution to the leadership field. They provide a rich and authoritative evidence base that demonstrates clearly just why school leadership is so important and how it promotes successful student learning." —PAMELA SAMMONS, Ph.D., Professor of Education, Department of Education, University of Oxford, Oxford "This ambitious, groundbreaking, and thought provoking treatment of the link between school leadership and student learning is a testament to the outstanding work of these exemplary scholars. This is a 'must read' for academics and practitioners alike." —MARTHA McCARTHY, President's Professor, Loyola Marymount University, and Chancellor's Professor Emeritus, Indiana University "The question is no longer whether school and district leader's impact student learning, but rather how they do it. The authors provide a convincing answer, one that recognizes the crucial interaction between leader and locality." —DANIEL L. DUKE, Professor of Educational Leadership, University of Virginia

Author: G. Mac Ruairc
Publisher: Springer Science & Business Media
ISBN: 946209134X
Category : Education
Languages : en
Pages : 183

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Book Description
Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.

Author: Robert J. Marzano
Publisher: Solution Tree Press
ISBN: 1935542362
Category : Education
Languages : en
Pages : 297

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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.