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ERIC Number: EJ1111910
Record Type: Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1570-0763
Principals' Data-Driven Practice and Its Influences on Teacher Buy-In and Student Achievement in Comprehensive School Reform Models
Yoon, Sun Young
Leadership and Policy in Schools, v15 n4 p500-523 2016
This study investigates: (1) how principals' data-driven practices may vary by principals' and school backgrounds and how that changes over time; (2) how principals' data-driven practices influence teacher buy-in; and (3) how principals' data-driven practices and teachers' buy-in influence student outcomes. This study uses data from the Study of Instructional Improvement (SII). More-experienced principals tend to be less data-driven than less-experienced principals. The more likely principals are to use data in their practices, the more teachers buy into the programs, and experienced principals tend to improve school-level teacher buy-in. Collective teacher buy-in improves over three years and is positively associated with students' reading achievement.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A