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ERIC Number: ED561940
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 52
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: N/A
A Systematic Review of the Relationships between Principal Characteristics and Student Achievement. REL 2016-091
Osborne-Lampkin, La'Tara; Folsom, Jessica Sidler; Herrington, Carolyn D.
Regional Educational Laboratory Southeast
This systematic review of the relationships between principal characteristics and student achievement was created for educators, administrators, policy-makers, and other individuals interested in a comprehensive catalogue of research on relations between principal characteristics and student achievement. It synthesizes what is known about associations between principal characteristics and student achievement; specifically it summarizes the studies, highlights the effects found by the studies, and describes the steps of the systematic review process used. Of the 52 studies included in the comprehensive review, only one used an experimental design, and a positive effect was found. An additional 38 quantitative and two mixed method studies provided evidence that some principal characteristics are positively correlated with student achievement. However, casual relationships could not be established. The remaining eleven qualitative studies mirrored the quantitative findings. Appended are: (1) Results of Previous Reviews and Meta Analyses; (2) Theoretical Frameworks; (3) Systematic Review Protocol; (4) Summary of the Search and Screening Process and Included Studies; and (5) Summary of the Findings.
Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED); Florida State University, Florida Center for Reading Research; Regional Educational Laboratory Southeast (ED)
IES Funded: Yes
Grant or Contract Numbers: EDIES12C0011