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ERIC Number: EJ912388
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1570-0763
Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development
Reardon, R. Martin
Leadership and Policy in Schools, v10 n1 p63-83 2011
This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students receiving free/reduced lunch, two core components of learning-centered leadership ("rigorous curriculum," and, to a lesser extent, "performance accountability") significantly improved the hierarchical multiple linear regressions of core components on reading scores. This study supports the professional development of principals based on the assessment of their learning-centered leadership behaviors. (Contains 6 tables and 3 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
IES Cited: ED561940