ERIC Number: ED208522
Record Type: RIE
Publication Date: 1981-Sep
Reference Count: 0
Linking Educational Policy and Management with Student Achievement.
Reviewing and incorporating previous research findings, this essay develops a paradigm for future research on the contribution of school administration to student achievement. The paradigm focuses on the discretionary behavior of school administrators in an attempt to yield implications for policy and practice as well as for research. The intention is to inform and encourage administrators and their supporters who attempt to improve student achievement. The paradigm is presented in three stages. First, classroom variables that affect student learning are identified. Second, the effects of educational policy on administrators is reviewed. Third, the influence of administrators (in terms of both work supervision and work support) on classroom variables is highlighted. Briefly, according to the paradigm, educational policy affects administrative work, which affects classroom work, which in turn affects student achievement. Research to study more specific relationships in this chain of influences is proposed. (Author/JM)
Descriptors: Academic Achievement, Administrator Role, Educational Administration, Educational Policy, Elementary Secondary Education, Literature Reviews, Personnel Management, Policy Formation, Principals, School Administration, Teacher Effectiveness
Center for Educational Policy and Management, University of Oregon, Eugene, OR 97403 ($1.50).
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.