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ERIC Number: ED251929
Record Type: Non-Journal
Publication Date: 1984-Sep
Pages: 220
Abstractor: N/A
Reference Count: N/A
Involving the Principal in Teachers' Staff Development: Effects on the Quality of Mathematics Instruction in Elementary Schools. Final Report, FY 1983.
Gall, Meredith D.; And Others
A study to determine whether the instructional leadership shown by principals is a causal factor in the effectiveness of schools demonstrated that involving principals in staff development programs can increase implementation of the programs' objectives. Fifty-three fourth- and fifth-grade teachers were assigned to three treatment conditions: one in which principals participated actively in a staff development program for training teachers in an instructional model for mathematics; a second in which principals did not participate; and a third, the control group, in which neither teachers nor principals participated in the program. The teachers' math lessons were observed immediately before and after the staff development program, and again three months later. Their students were administered curriculum-referenced and nationally standardized mathematics tests before and three months after the program. Students of teachers in both trained groups made slightly greater gains on the tests than did those of control group teachers. Teachers in the involved-principals group showed a higher level of implementation in the delayed lesson, and their students showed greater gains on the curriculum-referenced test than did those of trained teachers with uninvolved principals. Students in the uninvolved-principal group outgained those in the involved group on one subtest of the standarized measure. (PGD)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Center for Educational Policy and Management.