Leadership and School Quality. Research and Theory in Educational Administration

Sonst. Personen	DiPaola, Michael (Hrsg.); Forsyth, Patrick B. (Hrsg.)
Titel	Leadership and School Quality. Research and Theory in Educational Administration
Quelle	(2015) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68123-039-9
Schlagwörter	Educational Quality; Teacher Effectiveness; School Effectiveness; Book Reviews; Mathematics Achievement; Instructional Leadership; Principals; Administrator Attitudes; Academic Achievement; Teacher Administrator Relationship; Social Influences; Trust (Psychology); Elementary School Mathematics; Educational Legislation; Federal Aid; Federal Legislation; Federal Programs; Urban Schools + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Book reviewing; Book review; Rezension; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Schulleistung; Sozialer Einfluss; Elementare Mathematik; Schulmathematik; Bildungsrecht; Schulgesetz; Bundesrecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	"Leadership and School Quality" is the twelfth book in a series on research and theory dedicated to advancing understanding of schools through empirical study and theoretical analysis. The chapters include analyses that investigate relationships between school organizations and leadership behaviors that have an impact on teacher and school effectiveness. Following a Preface (Michael F. DiPaola and Wayne K. Hoy) and Acknowledgments, the following contents are included: (1) Thinking, Deciding, and Leading: Sound Theory and Reflective Practice, (Wayne K. Hoy); (2) Assessment Leadership: A Systems Perspective (Leslie W. Grant); (3) Servant Leadership and Organizational Citizenship Behavior: Predictors of Climate (David L. Dixon); (4) Direct and Indirect Effects of Principal Leadership on Teacher Quality and Mathematics Achievement in the Context of the Responsive Classroom Approach (Ross A. A. Larsen, Shannon B. Wanless, Sara E. Rimm-Kaufman, and Timothy W. Curby); (5) Instructional Leadership Behaviors: The Impact on Teachers' Classroom Instruction (Kristi E. Wagner and Charles A. Wagner); (6) High Priority Support for High Priority Leadership: Principals' Perceptions of a Support Network in an Urban School District (Thomas H. Beatty); (7) Principal Support of Teachers and Its Impact on Student Achievement (Mary Lynne Derrington and David J. Lomascolo); (8) Predictors of School Effectiveness (Lauren Bailes); (9) School Effectiveness: A Meta-analytic Review of Published Research (Roxanne M. Mitchell, Jingping Sun, Sijia Zhang, Brenda Mendiola, and C. John Tarter); (10) All for One and One for All: A Social Network Perspective on the Effects of Social Influence on Teacher Trust (Dimitri Van Maele, Nienke M. Moolenaar and Alan J. Daly); (11) Trust and Friction: A Multilevel Analysis of Elementary Math Classrooms (W. Sean Kearney and Julie Gray); and (12) Race to the Top and the Future of Federal Education Policy (Andrew Saultz). A section about the editors/authors is included. (ERIC).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01