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Author: Stacey Rae Arnold
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
School leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four cohort studies conducted concurrently in Region V Education Service Center (ESC), Texas, examined the relationship between student performance, as measured by theTexas Assessment of Knowledge and Skills (TAKS), and leadership practices of elementary school principals in Region V ESC schools. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making (SBDM) committee members from their respective campuses to the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2003) which evaluates the use of five identified leadership practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Student performance information for the participating elementary campuses was obtained from the Texas Education Agency Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of elementary principals and the academic success of students as measured by the Texas Assessment of Knowledge and Skills (TAKS). However, a relationship between these variables is strongly supported by the literature. The data were an indication thatRegion V elementary principals embrace the leadership practices identified byKouzes and Posner at least moderately (between the 30th and 69th percentile) or at a higher level (70th percentile or above). As a group, the principals in this study rated themselves higher overall in regard to perceived leadership practices than did their observers, but only significantly higher on three of the five individual practices. Principals and their observers agreed that the practice Enable Others to Act was the most frequently noted followed by the practices Model the Way and Encourage the Heart. The practices with the least reported frequency were Challenge the Process and Inspire a Shared Vision. Further analysis of the data showed that the demographic variables of gender, ethnicity, age, and years of experience in the field of education did not have an effect on survey responses of the study participants.
Author: Stacey Rae Arnold
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
School leadership provides a critical bridge between student success initiatives and their impact on students in Texas schools. This study, which was one of four cohort studies conducted concurrently in Region V Education Service Center (ESC), Texas, examined the relationship between student performance, as measured by theTexas Assessment of Knowledge and Skills (TAKS), and leadership practices of elementary school principals in Region V ESC schools. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making (SBDM) committee members from their respective campuses to the Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2003) which evaluates the use of five identified leadership practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Student performance information for the participating elementary campuses was obtained from the Texas Education Agency Academic Excellence Indicator System database. This study found no linear relationship between perceived leadership practices of elementary principals and the academic success of students as measured by the Texas Assessment of Knowledge and Skills (TAKS). However, a relationship between these variables is strongly supported by the literature. The data were an indication thatRegion V elementary principals embrace the leadership practices identified byKouzes and Posner at least moderately (between the 30th and 69th percentile) or at a higher level (70th percentile or above). As a group, the principals in this study rated themselves higher overall in regard to perceived leadership practices than did their observers, but only significantly higher on three of the five individual practices. Principals and their observers agreed that the practice Enable Others to Act was the most frequently noted followed by the practices Model the Way and Encourage the Heart. The practices with the least reported frequency were Challenge the Process and Inspire a Shared Vision. Further analysis of the data showed that the demographic variables of gender, ethnicity, age, and years of experience in the field of education did not have an effect on survey responses of the study participants.
Author: Yi-Hsuan Chen
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Educators are frequently faced with the challenges of politics, hostility, selfishness, and violence; it is unwise to think that the principal is the only one providing leadership for school improvement. Thus a distributed perspective of leadership urges us to take leadership practice as the focus of interest and address both teachers and administrators as leaders. The purpose of this descriptive statistical study was to explore principals' leadership practices as perceived by teacher leaders and its possible affect to student achievement. Data were collected by using the Leadership Practices Inventory (LPI) (self and observer) instrument (Kouzes & Posner, 2003) from all willing teacher leaders to determine the leadership practices of the principals in Region VI, Texas. Also, statewide assessment data available from three school years (2004-2006) were obtained from the Academic Excellence Indicator System (AEIS) report. In order to answer research questions one to four, descriptive statistics including frequency, percentage, mean and standard deviation were calculated for the LPI results. The distributed framework offers considerable influence for studying leadership as a schoolwide rather than individual practice. Based on the literature, six conclusions were drawn and recommendations were made regarding practice, future study and policy. First, the findings indicated that principals' collaborative working style with teacher leaders seems to have positive impact on student achievement. Second, failing to enlist teacher leaders in a common vision might have a negative affect on student academic performance. Third, the perceptions of teacher leaders in School 7, School 5 and School 16 reflected a need for the principal to take challenges and seek challenging opportunities to change and grow. Fourth, recognizing teacher leaders' contributions and celebrating team accomplishments is likely to have a positive and indirect impact on school academic performance. Fifth, schools that had higher principal self and observer LPI scores tended to have better TAKS scores. Last, the findings from the study complement studies of the effects of site-based management teams. The positive impact of "Enabling Others to Act" and "Inspiring a Shared Vision" on student achievement implies that distributed leadership is most likely to contribute to school improvement and to build school capacity for improvement.
Author: Jason R. Moffitt
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 152
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Book Description
Author's abstract: Effective leadership behaviors are imperative in contributing to student achievement and the overall culture of a school. School leaders must mold the culture of the school in order to create an environment which is conducive to learning. Studies on school leadership and student achievement have highlighted the evidence of school leadership behaviors which contribute to student achievement. The purpose of this investigation studied the extent of school leadership behaviors and or characteristics that contribute to student achievement. This study was designed to identify the relationship between the behaviors of the school leader and student achievement. The study determined if teachers and principals perceptions of leadership behaviors contribute to student achievement. More specifically, this investigation was designed to study the behaviors and practices of elementary principals as it relates to student achievement in elementary school students in a large urban school district. Sixty-three elementary teachers and six principals were selected for this study. The six principals were apart of the focus group interview. Data was collected through teacher and principal surveys, audio-taped interviews and transcriptions. SPSS 13.0 was selected as a means to interpret and analyze data. 2 The results of the study support the literature and indicate that principal leadership is critical to student achievement in elementary school students. More specifically, it raised the question about what specific leadership behaviors are used to increase student achievement. This study further clarified that the principal is the primary person for instituting leadership among all within the school which ultimately contribute to student success. The elementary principal has a demanding and challenging job in and of itself, but by recognizing the leadership behaviors, the principal can influence the climate, productivity, effectiveness of their school and ultimately student achievement.
Author: Kathleen Cotton
Publisher: ASCD
ISBN: 1416601120
Category : Education
Languages : en
Pages : 122
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Book Description
What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 141660314X
Category : Education
Languages : en
Pages : 204
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Book Description
This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Author: Christopher Benton Soileau
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee members regarding leadership practices and determined if selected demographic variables had an impact on the perceived leadership practices of the two identified groups. The investigation procedures for this study involved an analysis of the responses from principals and site-based decision making committee members to the Leadership Practices Inventory (LPI) developed by James Kouzes and Barry Posner (2003) which evaluates the use of five identified leadership practices. Student performance information for the 29 participating high school campuses was obtained from the Texas Education Agency Academic Excellence Indicator System. Findings indicate no linear relationship exists between perceived leadership practices of high school principals and the Texas Assessment of Knowledge and Skills (TAKS) performance. Further analysis revealed no statistical significance in the correlation of student academic success as measured by TAKS and the five leadership practices identified by Kouzes and Posner(2002); Inspire a Shared Vision, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. The data indicated that Region V high school principals embrace the leadership practices identified by Kouzes and Posner at least moderately (between the 30th and 69th percentile) and in some cases at a higher level (70th percentile or above). Also, the data revealed that, as a group, the high school principals rated themselves higher overall regarding perceived leadership in comparison to their observers. Further analysis of the data showed that the demographic variables of gender and ethnicity did not have an effect on survey responses of the study participants. After examining the differences between the LPI responses of principals and their observers regarding age and years of experience, it was evident that such demographic variables did not impact survey responses.
Author: Gene E. Hall
Publisher: John Wiley & Sons
ISBN: 1118955870
Category : Education
Languages : en
Pages : 704
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Book Description
Provides a comprehensive reference for scholars, educators, stakeholders, and the general public on matters influencing and directly affecting education in today’s schools across the globe This enlightening handbook offers current, international perspectives on the conditions in communities, contemporary practices in schooling, relevant research on teaching and learning, and implications for the future of education. It contains diverse conceptual frameworks for analyzing existing issues in education, including but not limited to characteristics of today’s students, assessment of student learning, evaluation of teachers, trends in teacher education programs, technological advances in content delivery, the important role for school leaders, and innovative instructional practices to increase student learning. The Wiley Handbook of Teaching and Learning promotes new, global approaches to studying the process of education, demonstrates the diversity among the constituents of schooling, recognizes the need for and presents a variety of approaches to teaching and learning, and details exemplary practices in education. Divided into four sections focused on general topics—context and schooling; learners and learning; teachers and teaching; and educators as learners and leaders—and with all-new essays that look at what has been, what is, and what could be, this book is destined to inspire thoughtful contemplation from readers about what it means to teach and learn. Examines teaching, learners, and learning from a contemporary, international perspective, presenting alternative views and approaches Provides a single reference source for teachers, education leaders, and agency administrators Summarizes recent research and theory Offers evidence-based recommendations for practice Includes essays from established and emerging U.S. and international scholars Each chapter includes a section encouraging readers to think ahead and imagine what education might be in the future Scholars from around the world provide a range of evidence-based ideas for improving and modifying current educational practices, making The Wiley Handbook of Teaching and Learning an important book for the global education community and those planning on entering into it.
Author: Dionne V. McLaughlin
Publisher: Emerald Group Publishing
ISBN: 1789736358
Category : Education
Languages : en
Pages : 240
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Book Description
In this book, McLaughlin examines the eight strategies expert principals utilize to lead equitable, high achieving schools. Each chapter will include strategies, case studies, reflective questions and a chapter summary.
Author: Kanshio Christopher Iye
Publisher:
ISBN:
Category :
Languages : en
Pages : 438
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Book Description
Author: Rosemary Papa
Publisher: Corwin Press
ISBN: 1452237468
Category : Education
Languages : en
Pages : 112
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Book Description
"With a wonderful mix of theory and practice, this volume is for professionals and for lay people, indeed for anyone interested in the crucial questions related to educational leadership in this country. The authors are to be congratulated, and the readers will be grateful for their efforts." Barry Munitz President and CEO JP Getty Trust Learn proven techniques to increase achievement in ethnically diverse classrooms! This compelling guide masterfully demonstrates how high achievement can exist in the midst of high minority enrollment and high poverty. By drawing upon the best practices of 13 exemplary schools, the book highlights the specific means by which ethnically diverse—namely African American and Latino—students can attain educational success. These "Promising Practices" are presented in a user-friendly, well-organized format, with real examples interwoven throughout. An invaluable resource, it shares school-tested methods that can be replicated readily, including: 7 strategies for principals to be effective leaders, creating a culture of equal learning opportunities for all students 8 tactics for successful curriculum and classroom instruction, from assessment to staff development 9 proven ways to make meaningful connections with parents, which promote higher student and teacher performance
