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Pub Date: |
2007-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Instructional Leadership; Educational Change; Accountability; Principals; Performance Factors; Educational Indicators; Participative Decision Making; Transformational Leadership; Leadership Styles; Policy Analysis; Context Effect; Supervision; Administrator Role; Comparative Analysis; Educational Assessment
Abstract:
Purpose: The study investigates how various accountability contexts--including states, local boards, districts, school site councils, parent associations, and teachers--affect the ability of principals to influence instructional and supervisory decisions in their schools. Data: Data for the analysis come from 1999-2000 Schools and Staffing Survey responses of 8,524 elementary, middle, and high school principals in low-, moderate-, and high-control states. Principals responded to queries regarding their personal influence and the influence of various other policy actors on decisions in the instructional and supervisory domains in the principals' schools. Analysis: To examine variation in principal influence within and between states, the study uses hierarchical linear modeling as its primary analytic technique. Findings: Results indicate that the various accountability contexts differentially affect principals' influence, which also vary by domain, extent of state control, and region. Implications for Practice: Principals' influence in both the supervisory and instructional domains is strongly related to that of teachers' active participation in decision making, suggesting the benefits of mutuality in school leadership. Implications for Research: How do state accountability systems differ in relation to improving student achievement? How has an accountability-influenced learning process led to the reculturing of a school district and its schools? (Contains 6 tables.)
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Pub Date: |
2006-00-00 |
Pub Type(s): |
Information Analyses; Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Leadership Styles; Principals; Teachers; Supervisor Supervisee Relationship; Participative Decision Making; Leadership Effectiveness; Instructional Effectiveness; Academic Achievement; Instructional Leadership; Teacher Improvement
Abstract:
The article synthesizes research findings from studies examining how principals and teachers contribute to shared instructional leadership and the relationship of shared instructional leadership to teacher and student learning. Principals and teachers contribute to the leadership equation in each school in different ways, according to school context and personnel, but an important finding is that the ways in which teachers and principals lead are in tension. It is this tension, however, that is characteristic of leadership in schools that make steady, incremental, and effective instructional improvement. Teachers learn more when teachers and principals find balance in the gradual movement between the status quo and intentional change. Two other factors enhance teacher learning: the shared belief that teachers can and must educate every student, and respectful and open relationships among colleagues. With these conditions, teachers learn to be better teachers and student achievement increases.
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Pub Date: |
2004-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Altruism; Student Participation; School Community Relationship; Service Learning; High School Students; College Students; Socialization; Student Volunteers; Institutional Characteristics; Student Characteristics
Abstract:
Continuing a decade-long trend, findings from recent annual surveys of first-year college students have documented their participation in community service as high-school seniors at record high levels (Higher Education Research Institute, 1999, 2000, 2001). Eighty-one percent of the 2000 respondents reported volunteering during senior year, although only 24% expected to continue their volunteer work in college. Because other recent data indicate that 64% of undergraduates actually do volunteer (Levine & Cureton, 1998), the college experience may involve students in the community in ways they do not anticipate when they enter. This study investigates the phenomenon of shifting patterns of community service participation during the transition between high school and college and, in so doing, seeks to arrive at greater understanding of the dynamics of social participation and involvement among young adults. (Contains 7 endnotes.)
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Author(s): |
Marks, Helen M. |
Source: |
International Journal of Educational Research, v37 n5 p505-519 2002 |
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Pub Date: |
2002-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Public Schools; Catholic Schools; Coeducation; Economically Disadvantaged; Academic Achievement; Peer Influence; Single Sex Schools; Small Schools; School Size; High Schools; Trend Analysis; Minority Groups; Disadvantaged Youth; Comparative Analysis; Educational Environment; Institutional Characteristics
Abstract:
This chapter reviews the research on school composition and peer effects from three comparative perspectives--Catholic and public schools, single-sex and coeducational schools, and small and large schools. Most of the research is sociological, focuses on high schools, and draws on national samples. The chapter seeks to discern cumulative trends in this research as it has evolved over the past two decades. Catholic schools have consistently edged public schools in achievement, but whether they offer additional benefits to minority and economically disadvantaged students is inconclusive. Although earlier studies suggested a single-sex school advantage, more recent research finds no difference between the two school types. Student achievement is higher in smaller schools, specifically schools in the 600-900 range, and in smaller schools achievement is more equitably distributed. While most of the reviewed research examined compositional rather than peer effects, some studies have offered theoretical perspectives that implicate peer effects. Research on compositional and peer effects would be enhanced by further development of theory, education databases designed to investigate multilevel questions, broader application of multilevel statistical techniques, and a search for the mechanisms through which compositional and peer effects operate.
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Pub Date: |
1999-04-03 |
Pub Type(s): |
Information Analyses; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Academic Achievement; High Risk Students; High Schools; Norms; Peer Relationship; Power Structure; Social Capital; Social Cognition; Social Differences; Social Exchange Theory; Social Networks; Social Psychology; Social Status; Social Structure; Teacher Effectiveness; Teacher Student Relationship
Abstract:
This paper focuses on investigating the purposive design of learning environments to counter the erosion of social capital in communities and schools in contemporary society. Can schools intentionally replenish stocks of social capital by creating normative systems conducive to the optimal academic and social development of students, and by designing social structures with closure and continuity to support these normative systems? The study examined the notion of "intentionally created social capital" in relation to six high schools, researched as part of the fieldwork phase of a national study of social capital in high schools. Using one of these schools (a rural high school where naturally occurring social capital is characteristic) as a contrast, the study described the normative systems and social structures in five urban and suburban high schools that have sought to build social capital purposively, intentionally, and by design. By delineating the interrelationship between normative systems and social structures in practice, the study attempted to portray social capital as it exists in schools, and to identify the mechanisms used in its creation. (Contains 33 references.) (TEJ)
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