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Printy, Susan M.; Williams, Sean M. – Educational Policy, 2015
The reauthorization of the Individuals With Disabilities Education Act (IDEA) of 2004 spurred sweeping changes for how special education students are identified in the United States. IDEA 2004 encourages schools to use Response to Intervention (RTI) as a new method for identifying special education students. As schools implement RTI, the principal…
Descriptors: Principals, Administrator Attitudes, Response to Intervention, Educational Improvement
Printy, Susan M. – Educational Administration Quarterly, 2008
Purpose: The study is a two-stage inquiry into the influence of high school principals and department chairpersons on the nature of science and mathematics teachers' community of practice participation. Of particular interest is the extent to which formal leaders influence the formation of productive communities of practice and the extent to which…
Descriptors: Science Teachers, Mathematics Teachers, Instructional Leadership, Principals
Printy, Susan M.; Marks, Helen M.; Bowers, Alex J. – Journal of School Leadership, 2009
Transformational leadership by the principal appears to be a precondition of shared instructional leadership in schools, but it does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to…
Descriptors: Content Analysis, Transformational Leadership, Instructional Leadership, Principals
Printy, Susan M.; Marks, Helen M. – Theory Into Practice, 2006
The article synthesizes research findings from studies examining how principals and teachers contribute to shared instructional leadership and the relationship of shared instructional leadership to teacher and student learning. Principals and teachers contribute to the leadership equation in each school in different ways, according to school…
Descriptors: Leadership Styles, Principals, Teachers, Supervisor Supervisee Relationship
Peer reviewed
Marks, Helen M.; Printy, Susan M. – Educational Administration Quarterly, 2003
Uses sample of 24 nationally selected restructured elementary, middle, and high schools to examine the relationship of transformational and instructional leadership to school performance as measured by the quality of teaching and student achievement. Finds that principals integrating transformational and instructional leadership have substantial…
Descriptors: Academic Achievement, Elementary Secondary Education, Instructional Leadership, Principals