ERIC Number: ED116298
Record Type: RIE
Publication Date: 1975
Reference Count: 0
The Impact of Principal Involvement in Instructional Planning with Teacher Teams on Academic Achievement of Elemetary School Pupils.
Moody, Lamar; Amos, Neil G.
Elementary students recorded large gains in academic achievement in the two years their school was involved in an intensive instructional improvement project that employed team teaching, flexible scheduling, open classrooms, and individualized instruction. A study was done to determine if the achievement gains would continue through a third year if the principal was not involved in instructional planning and to determine if the return of the principal to extensive involvement in planning in a fourth year would result in another upward surge in achievement. Although there were some losses when the principal was absent from the planning, the scores in all areas in two of the three grades surveyed continued to be significantly higher than the scores obtained in the base year and the Hawthorne effect was dismissed as a major factor in the original increases. The return of the principal to team planning sessions resulted in additional achievement gains in all the areas at all the grade levels except second grade arithmetic. The extensive involvement of the principal in instructional planning with teacher teams can make a positive contribution to the success of the faculty in improving academic achievement of pupils. (Author/IRT)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Mississippi State Univ., State College. Bureau of Educational Research.