Author: Sheila D. Moore
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 133

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Book Description

Author: International Journal of Educational Reform
Publisher: Rowman & Littlefield
ISBN: 1475816731
Category : Education
Languages : en
Pages : 85

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Book Description
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Author: Kathleen Cotton
Publisher: ASCD
ISBN: 087120827X
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.

Author: Pedro Galaviz
Publisher:
ISBN:
Category :
Languages : en
Pages : 298

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Book Description
The dramatic changes precipitated in public schools by state and federal demands for high-stakes testing have put America's principals on the endangered list. These volatile conditions bring heightened attention to the effectiveness of principal professional development and its correlation to student achievement. Though years of research have been conducted in the area of effective professional development, few school organizations implement these practices (Guskey, 1995). This study surveyed campus principals in three Texas school districts to understand their perceptions of principal professional development in their local school districts. The primary research instrument was an online survey devoted to addressing principals' perceptions of their own professional development within the areas of needs to facilitate school improvement, delivery methods for principal professional development, and their personal professional development experiences. Details regarding principal perceptions are presented with data gathered from the online survey. The research concluded with recommendations regarding principal professional development practices for school districts working to improve principal learning.

Author: Angela Antuanette Brown
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
The specific purpose of this study was to identify the practices used by leaders of National Blue Ribbon Awarded Schools to successfully turnaround a school or to maintain proficient achievement scores within the school. The school principals answered a four part questionnaire for this study. Part 1 of the questionnaire asked about the extent to which the leadership practices were used by educational leaders serving in high poverty communities who transformed low performing schools into high performing schools. Part 2 of the questionnaire solicited information about the relationship between the leadership strategies used and behaviors and perceptions of the teachers. Part 3 of the survey questioned the relationship between the leadership practices and the students' perceptions about themselves and others. Part 4 of the survey inquired about the demographics characteristics of the schools and their leaders. Frequency distributions were conducted to analyze the data from the questionnaire. Based on the findings, the seven practices found in the literature were used to a great extent by National Blue Ribbon awarded principals and were contributing factors to the transformation of a low performing school or maintaining a high achieving school. The strategies were: 1) Leadership, 2) Collaboration, 3) Professional Development, 4) School Organization, 5) Data Analysis, 6) Curriculum Alignment, and 7) Student Intervention. The data analysis revealed that the school leaders observed changes in the teachers' behaviors and perceptions as a whole, specifically in the area of analyzing individual students' data and setting higher expectations for students. Additionally the data showed that principals noticed changes in students' perception about themselves and others as it related to their competence level and capabilities to learn. Lastly, the data revealed that according to the participants, there were specific practices that impact school turnaround efforts specific to the school's demographics. The conclusion from this study was that the leadership strategies identified in the literature were key contributors in transforming low performing or maintaining high achieving schools efforts. .

Author: Robert D. Barr
Publisher: Solution Tree Press
ISBN: 1936765616
Category : Education
Languages : en
Pages : 203

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Book Description
Examine critical studies on high-performing, high-poverty schools to identify how schools can fulfill the mission of educating all students to proficiency, especially students at risk. The authors compiled the most important research on how low-performing, high-poverty schools achieved radical improvements in learning for their most vulnerable students and also identified eight best practices, breaking them down into specific strategies, often using real-life examples from successful schools.

Author: Tamora LaShawn Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Abstract The purpose of this research was to explore the relationship between professional development and student achievement by addressing three major standards of professional learning: content, process, and context. This study included 276 teachers from 28 middle schools. Data from this study was gathered using the Standards Assessment Inventory (SAI) survey instrument designed by the Southwest Educational Development Laboratory (SEDL) and publicly available achievement data from the Tennessee Comprehensive Assessment Program (TCAP), a criterion-referenced achievement test. The Standards Assessment Inventory (SAI) was used to examine teachers' perceptions of professional development at the school level. The overall purpose of this study was to collect, analyze, and use existing data to answer the following research question: Based on the National Staff Development Council (NSDC) professional learning standards, is there a positive correlation between teachers' perception of professional development at a school-based level and student achievement? The following sub-questions guided this research: (1) Is there a relationship between the "context" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (2) Is there a relationship between the "process" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores? (3) Is there a relationship between the "content" of school-level professional development based on the NSDC standards and student achievement in mathematics and reading/language, as measured by TCAP scores?Data for this research was analyzed using statistical computational methods. The results from the data analysis determined that there were several positive significant relationships between the National Staff Development Council standards of professional learning and student achievement.

Author: Dora Louise Renaud
Publisher:
ISBN:
Category :
Languages : en
Pages : 196

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Book Description
Principal professional development is vital to the field of education because the principal is expected to be the instructional leader of a school. Even though principals do not provide instruction directly to students, their instructional leadership practices can greatly affect teacher practice and student learning. This descriptive case study examined the variety of professional development models created in Texas ISD (a pseudonym) to determine if one model is more effective than another in enhancing job performance. This study highlighted the principals' perceptions of a variety of components within professional development such as the delivery, design, how the learning needs are met, and how they helped enhance principal job performance. This qualitative case study design was seated within the constructs of Donald L. Kirkpatrick's (2006) Four-Levels of Learning and Evaluation Model that was utilized as the analytical tool to frame the initial and heuristic questions for the principal questionnaire and interviews. This Model guided the data collection, categorization, and emergent themes. Specifically, this study investigated the following: (a) aspects of principal professional development that enhance job performance as an instructional leader, (b) types of delivery and the impact it has on instructional leadership, and (c) comparisons of delivery models to identify the most effective. Ultimately, the findings of this study seek to provide supporting information to researchers and district leaders as they plan, design, and implement future effective principal professional development. The study focused on a group of nine successful principals in a Texas urban school system identified as Texas ISD. Examining the delivery models added to the body of literature regarding how to create effective principal professional development that helps principals enhance jobs performance and offer districts an alternative to the costly price of professional development. In Texas ISD, principal professional development was used as the vehicle for scale and sustainability of districtwide educational reform. In addition, the professional development assisted with K-12th grade vertical articulation of the school system's curriculum and educational plan. To analyze the impact of professional development on instructional leadership practices, questionnaires were given and interviews conducted in which individual perceptions of successful principals in Texas ISD were conducted.

Author: Debbie Williams
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Little has been written about the influences of principal professional development on a principal's ability to serve as the instructional leader within a school and this professional development's influence on principal impact on student achievement. Gathering data on principals' perceptions of district professional development activities will provide information for school districts to evaluate their existing principal professional development programs.

Author: Philip Hallinger
Publisher: Springer
ISBN: 3319155334
Category : Education
Languages : en
Pages : 210

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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.