Bringing the District Back in: The Role of the Central Office in Instruction and Achievement

Autor/inn/en	Mc Iver, Martha Abele; Farley-Ripple, Elizabeth
Institution	Educational Research Service
Titel	Bringing the District Back in: The Role of the Central Office in Instruction and Achievement
Quelle	(2008), (120 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Central Office Administrators; Instructional Effectiveness; Instructional Improvement; Administrator Role; Institutional Role; Meta Analysis; Literature Reviews; Case Studies; Comparative Analysis; Research Needs; Effective Schools Research; Decision Making; Academic Standards; Adoption (Ideas); Best Practices; Personnel Management; Professional Development; Educational Resources; Evaluation Utilization; Models; Educational Policy; Alignment (Education) + Suchen Sie Ihr Suchwort? Schulleistung; Unterrichtserfolg; Unterrichtsqualität; Meta-analysis; Metaanalyse; Case study; Fallstudie; Case Study; Forschungsbedarf; Schulforschung; Decision-making; Entscheidungsfindung; Ideas; Ideenfindung; Personalmanagement; Bildungsmittel; Analogiemodell; Politics of education; Bildungspolitik
Abstract	This resource examines the role of the central office in improving instruction and therefore improving student achievement. Mac Iver and Farley-Ripple provide a comprehensive review of the available research (since the 1970s) on the role of the central office in student achievement. First, they review the research chronologically, and then by study type: positive outlier studies, district case studies, and comparative district studies. After completing the review and synthesis of the research, the authors point to gaps in the research and outline implications for future exploration. (As Provided).
Anmerkungen	Educational Research Service. 1001 North Fairfax Street Suite 500, Alexandria, VA 22314. Tel: 800-791-9308; Fax: 800-791-9309; e-mail: ers@ers.org; Web site: http://www.ers.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10