A Longitudinal Study of Principals' Activities and Student Performance

Autor/inn/en	May, Henry; Huff, Jason; Goldring, Ellen
Titel	A Longitudinal Study of Principals' Activities and Student Performance
Quelle	In: School Effectiveness and School Improvement, 23 (2012) 4, S.417-439 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.678866
Schlagwörter	Academic Achievement; Program Effectiveness; Principals; Instructional Leadership; Longitudinal Studies; Achievement Tests; Scores; Prediction; Educational Administration; Administrator Effectiveness + Suchen Sie Ihr Suchwort? Schulleistung; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Vorhersage; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Although a substantial amount of research on school leadership has focused on what principals may do to improve teaching and learning, little of this research has explored how principals' time spent on leadership activities may relate to and possibly affect student performance. This article presents results from a 3-year longitudinal study of principal activities and student performance. A 3-level HLM growth model (with test scores nested within students, and students nested within schools) was employed to determine the degree to which principals' activities were associated with student performance at baseline, and changes in student performance over time. Results suggest that principals' activities are remarkably variable over time, that specific leadership activities are more prevalent in some school contexts, and that specific changes in leadership activities over time (e.g., increasing time on instructional leadership) do not predict changes in student performance in a consistent manner across schools. (Contains 4 tables, 1 figure, and 5 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10