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Sebastian, James; Huang, Haigen; Allensworth, Elaine – School Effectiveness and School Improvement, 2017
Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the…
Descriptors: Principals, Teacher Leadership, High Schools, Comparative Analysis
Grissom, Jason A.; Kalogrides, Demetra; Loeb, Susanna – American Educational Research Journal, 2017
School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data--including achievement data from untested grades--and teacher survey data from a large urban district, we examine schools' responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find…
Descriptors: Student Records, Academic Achievement, Teacher Surveys, Tests
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McCullough, Moira; Lipscomb, Stephen; Chiang, Hanley; Gill, Brian; Cheban, Irina – Regional Educational Laboratory Mid-Atlantic, 2016
This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. The study analyzed four key properties of the FFL: score variation, internal consistency, year-to-year stability, and concurrent validity. Score…
Descriptors: Leadership Effectiveness, Principals, Assistant Principals, Administrator Evaluation
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McCullough, Moira; Lipscomb, Stephen; Chiang, Hanley; Gill, Brian; Cheban, Irina – Regional Educational Laboratory Mid-Atlantic, 2016
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania's tool for evaluating the leadership practices of principals and assistant principals. The study analyzed four key…
Descriptors: Leadership Effectiveness, Principals, Assistant Principals, Administrator Evaluation
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Watkins, Paul J.; Stevens, David W. – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2013
Throughout the decades of educational reform cycles, the value of homework has proven either meaningful or meaningless depending on the reforming framework. Questions about homework as simply busy work or knowledge work, mere content distraction or content extension, ambivalence toward importance, or discipline of character all cloud any…
Descriptors: Educational Change, Homework, Rural Schools, High Schools
Walker, Victoria LaShawn – ProQuest LLC, 2013
Relevant literature indicates that teachers who are not committed to their organization do not perform, do not provide a quality education for their students, and do not remain members of the organization; thus, making staffing, retaining, and maintaining highly qualified teachers problematic for rural schools. Limited research has been conducted…
Descriptors: Rural Schools, High Schools, Secondary School Teachers, Correlation
Hardinger, Regina Gail – ProQuest LLC, 2013
Many educational administrators in Georgia continue to struggle with low student academic achievement and low high school graduation rates. DuFour's professional learning community (PLC) theory suggests a positive relationship between levels of PLC implementation and academic achievement and between levels of PLC implementation and graduation…
Descriptors: Communities of Practice, Predictor Variables, Academic Achievement, Graduation Rate
Moore, Eddie Eugene – ProQuest LLC, 2012
This study explores the differences between traditional and alternate route certification by focusing on the achievement of students who have been instructed by teachers from each program. In addition, this study identifies the strengths and weaknesses of teachers from each certification route through surveys and interviews with principals in the…
Descriptors: Scores, Principals, Teacher Certification, Administrator Attitudes
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Erwin, Susan; Winn, Pam; Erwin, John – Administrative Issues Journal: Education, Practice, and Research, 2011
Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared in a causal-comparison study to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Data were collected from a 2006-2008…
Descriptors: Principals, Instructional Leadership, Academic Achievement, Urban Schools
Nunnery, John A.; Yen, Cherng-Jyh; Ross, Steven M. – Online Submission, 2011
The National Institute of School Leadership's (NISL's) Executive Development Program (EDP) was established to provide professional development to school leaders to drive their schools to high performance. The program emphasizes the role of principals as strategic thinkers, instructional leaders, and creators of a just, fair, and caring culture in…
Descriptors: Leadership Training, Management Development, Instructional Leadership, Principals
Nunnery, John A.; Ross, Steven M.; Yen, Cherng-jyh – Online Submission, 2010
This study examined the impact of NISL's [National Institute for School Leadership's] Executive Development Program for principals on student achievement in Pennsylvania schools between 2006-2009. Roughly half of the NISL-trained principals started the program during the 2007 school year and completed it in the 2008 school year, whereas the other…
Descriptors: Middle Schools, Elementary Schools, High Schools, Academic Achievement