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ERIC Number: ED505798
Record Type: Non-Journal
Publication Date: 2006-Aug
Pages: 46
Abstractor: As Provided
Reference Count: 156
Learning-Centered Leadership: A Conceptual Foundation
Murphy, Joseph; Elliott, Stephen N.; Goldring, Ellen; Porter, Andrew C.
Learning Sciences Institute, Vanderbilt University (NJ1)
The purpose of this analysis is to describe the research base that undergirds the emerging concept of learning-centered leadership. We begin with our definition of leadership. Leadership is "the process of influencing others to achieve mutually agreed upon purposes for the organization" (Patterson, 1993, p. 3). Next, we make a number of observations about the importance of leadership based on the literature in education and elsewhere: leadership matters; in difficult times leadership matters even more; in periods of significant organizational transition, leadership is the major controllable factor in explaining organizational performance; instructionally focused and change-oriented leadership are especially effective frames for education; and team leadership seems to offer promise for enhancing organizational performance. We then present our model of school leadership, the foundation from which we began work to develop an assessment of principals' learning-centered leadership. We close with a detailed review of the literature on leadership for learning in education. Our conceptual foundation for learning-centered leadership is an important tool for researchers investigating the impact of school leaders on student learning. [This report was prepared for the Wallace Foundation Grant on Leadership Assessment.] (Contains 1 table, 1 figure, and 1 note.)
Learning Sciences Institute, Vanderbilt University. 230 Appleton Place, Peabody #59, Nashville, TN 37203. Tel: 615-343-0618; Fax: 615-322-4488; e-mail:; Web site:
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Wallace Foundation
Authoring Institution: Vanderbilt University, Learning Sciences Institute
IES Cited: ED561940