Elementary school principals' learning-centered leadership and educational outcomes: Implications for principals' professional development.

Autor/in	Reardon, R. Martin
Titel	Elementary school principals' learning-centered leadership and educational outcomes: Implications for principals' professional development.
Quelle	In: Leadership and policy in schools, 10 (2011) 1, S. 63-83Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700760903511798
Schlagwörter	Empirische Untersuchung; Bildungspolitik; Curriculum; Grundschule; Nordamerika; Schule; Schulleitung; Schulverwaltung; USA; Bildungsmanagement; Bildungspolitik; Schulerfolg; Schulleiter; Leistungsmessung; Schule; Schulleiter; Schulleitung; Schulverwaltung; Grundschule; Schulerfolg; Curriculum; Leistungsmessung; Nordamerika; USA
Abstract	This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students receiving free/reduced lunch, two core components of learning-centered leadership ("rigorous curriculum," and, to a lesser extent, "performance accountability") significantly improved the hierarchical multiple linear regressions of core components on reading scores. This study supports the professional development of principals based on the assessment of their learning-centered leadership behaviors. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4