Author: Rebecca DeVries
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 120
Book Description
Due in part to higher demands for educational accountability at both the Federal and state levels, the role of the school principal has come to the forefront. Previous literature has considered the indirect ways in which school principals affect student achievement. Of particular interest has been the implementation of instructional leadership by school principals. This study advances the literature around the perception of school leader evaluation through the lens of instructional leadership. Through a quantitative survey, sent to both elementary principals and third through fifth grade teachers of average needs resource capacity school districts, the perceptions regarding instructional leadership and specific practices were illuminated as outlined by the Marzano, Carbaugh, and Toth (2015) School Leadership Evaluation Model. Although the Marzano et al. (2015) School Leadership Evaluation Model contains five primary domains, the one focused on within this work is the Domain 2, "Continuous Improvement of Instruction." Using data from the quantitative surveys, three separate research questions were analyzed. The first two research questions included the self-reported degree of adherence to the practices by elementary principals, as well as elementary teachers' perceptions of their principals' actions in relation to Domain 2 of Marzano et al.'s (2015) model. The third research question sought to consider whether a relationship existed between elementary principal adherence to the practices found within Domain 2 (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment. The findings illustrate that elementary principals and grade 3 through 5 teachers of average needs and resource capacity school districts perceive that, to varying levels of adherence, they are observing the 25 instructional practices found within Domain 2 of the Marzano et al. (2015) School Leadership Evaluation Model. However, contrary to expectations, there was no relationship between elementary principal adherence to the practices found within domain two (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment, excluding one instructional practice. A re-thinking of use of the model in connection with state and Federal policies related to accountability and principal evaluations at the local level are discussed. Recommendations for practice and use in school districts for elementary principals is also provided.
The Instructional Leadership Practices of Elementary Principals of Average Needs/resource Capacity School Districts in New York State
Author: Rebecca DeVries
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 120
Book Description
Due in part to higher demands for educational accountability at both the Federal and state levels, the role of the school principal has come to the forefront. Previous literature has considered the indirect ways in which school principals affect student achievement. Of particular interest has been the implementation of instructional leadership by school principals. This study advances the literature around the perception of school leader evaluation through the lens of instructional leadership. Through a quantitative survey, sent to both elementary principals and third through fifth grade teachers of average needs resource capacity school districts, the perceptions regarding instructional leadership and specific practices were illuminated as outlined by the Marzano, Carbaugh, and Toth (2015) School Leadership Evaluation Model. Although the Marzano et al. (2015) School Leadership Evaluation Model contains five primary domains, the one focused on within this work is the Domain 2, "Continuous Improvement of Instruction." Using data from the quantitative surveys, three separate research questions were analyzed. The first two research questions included the self-reported degree of adherence to the practices by elementary principals, as well as elementary teachers' perceptions of their principals' actions in relation to Domain 2 of Marzano et al.'s (2015) model. The third research question sought to consider whether a relationship existed between elementary principal adherence to the practices found within Domain 2 (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment. The findings illustrate that elementary principals and grade 3 through 5 teachers of average needs and resource capacity school districts perceive that, to varying levels of adherence, they are observing the 25 instructional practices found within Domain 2 of the Marzano et al. (2015) School Leadership Evaluation Model. However, contrary to expectations, there was no relationship between elementary principal adherence to the practices found within domain two (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment, excluding one instructional practice. A re-thinking of use of the model in connection with state and Federal policies related to accountability and principal evaluations at the local level are discussed. Recommendations for practice and use in school districts for elementary principals is also provided.
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 120
Book Description
Due in part to higher demands for educational accountability at both the Federal and state levels, the role of the school principal has come to the forefront. Previous literature has considered the indirect ways in which school principals affect student achievement. Of particular interest has been the implementation of instructional leadership by school principals. This study advances the literature around the perception of school leader evaluation through the lens of instructional leadership. Through a quantitative survey, sent to both elementary principals and third through fifth grade teachers of average needs resource capacity school districts, the perceptions regarding instructional leadership and specific practices were illuminated as outlined by the Marzano, Carbaugh, and Toth (2015) School Leadership Evaluation Model. Although the Marzano et al. (2015) School Leadership Evaluation Model contains five primary domains, the one focused on within this work is the Domain 2, "Continuous Improvement of Instruction." Using data from the quantitative surveys, three separate research questions were analyzed. The first two research questions included the self-reported degree of adherence to the practices by elementary principals, as well as elementary teachers' perceptions of their principals' actions in relation to Domain 2 of Marzano et al.'s (2015) model. The third research question sought to consider whether a relationship existed between elementary principal adherence to the practices found within Domain 2 (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment. The findings illustrate that elementary principals and grade 3 through 5 teachers of average needs and resource capacity school districts perceive that, to varying levels of adherence, they are observing the 25 instructional practices found within Domain 2 of the Marzano et al. (2015) School Leadership Evaluation Model. However, contrary to expectations, there was no relationship between elementary principal adherence to the practices found within domain two (Marzano et al., 2015) and student achievement outcomes as measured by the grades 3-5 New York State English Language Arts assessment, excluding one instructional practice. A re-thinking of use of the model in connection with state and Federal policies related to accountability and principal evaluations at the local level are discussed. Recommendations for practice and use in school districts for elementary principals is also provided.
Resources in Education
Maximizing Social Science Research Through Publicly Accessible Data Sets
Author: Perry, S. Marshall
Publisher: IGI Global
ISBN: 1522536175
Category : Social Science
Languages : en
Pages : 349
Book Description
Making research in all fields of study readily available is imperative in order to circulate new information and upcoming trends. This is possible through the efficient utilization of collections of information. Maximizing Social Science Research Through Publicly Accessible Data Sets is an essential reference source for the latest academic perspectives on a wide range of methodologies and large data sets with the purpose of enhancing research in the areas of human society and social relationships. Featuring coverage on a broad range of topics such as student achievement, teacher efficacy, and instructional leadership, this book is ideally designed for academicians, researchers, and practitioners seeking material on the availability and distribution methods of research content.
Publisher: IGI Global
ISBN: 1522536175
Category : Social Science
Languages : en
Pages : 349
Book Description
Making research in all fields of study readily available is imperative in order to circulate new information and upcoming trends. This is possible through the efficient utilization of collections of information. Maximizing Social Science Research Through Publicly Accessible Data Sets is an essential reference source for the latest academic perspectives on a wide range of methodologies and large data sets with the purpose of enhancing research in the areas of human society and social relationships. Featuring coverage on a broad range of topics such as student achievement, teacher efficacy, and instructional leadership, this book is ideally designed for academicians, researchers, and practitioners seeking material on the availability and distribution methods of research content.
Education Leadership and the COVID-19 Crisis
Author: Michelle Diane Young
Publisher: Frontiers Media SA
ISBN: 2889743330
Category : Science
Languages : en
Pages : 238
Book Description
Publisher: Frontiers Media SA
ISBN: 2889743330
Category : Science
Languages : en
Pages : 238
Book Description
Current Index to Journals in Education
Handbook of Leadership and Administration for Special Education
Author: Jean B. Crockett
Publisher: Routledge
ISBN: 135184993X
Category : Education
Languages : en
Pages : 636
Book Description
The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.
Publisher: Routledge
ISBN: 135184993X
Category : Education
Languages : en
Pages : 636
Book Description
The Handbook of Leadership and Administration for Special Education brings together research informing practice in leading special education from preschool through transition into postsecondary settings. The second edition of this comprehensive handbook has been fully updated to provide coverage of disability policy, historical roots, policy and legal perspectives, as well as effective, collaborative, and instructional leadership practices that support the administration of special education. It can be used as a reference volume for scholars, administrators, practitioners, and policy makers, as well as a textbook for graduate courses related to the administration of special education.
Resources in Education
On Board
Principal Instructional Leadership Behavior, as Perceived by Teachers and Principals, at New York State Recognized and Non-recognized Middle Schools
Author: Brendan J. Lyons
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 132
Book Description
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 132
Book Description