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AutorIrwin, Claire C.
TitelWhat Research Tells the Teacher about Instructional Leadership.
Quelle(1985), (28 Seiten)    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Monographie
SchlagwörterCurriculum Development; Educational Administration; Educational Change; Educational Objectives; Educational Research; Elementary Secondary Education; Instructional Development; Leadership; Principals; Reliability; Statistical Analysis; Teacher Evaluation; Teacher Student Relationship; Teaching Models; Validity
AbstractInstructional leadership studies are plentiful but have many shortcomings, including lack of definition of key variables, problems of causality, overrepresentation of exemplary schools, and lack of validity and reliability in research design and implementation. Definitions of "leadership" and "instruction" are needed. There is a trend toward defining "leadership" in terms of critical behaviors. "Instruction" is defined as a four-step process: (1) formulation of objectives; (2) selection of teaching strategies; (3) reinforcement of learning; and (4) evaluation of student progress. An examination of over 400 research reports indicates that the most powerful predictor of instructional effectiveness is leadership style. Principals should be aware of their personal leadership style and value system. Principals also need to be aware of curriculum trends; a brief summary of trends is provided in this paper. Many states working toward educational reform are establishing principal academies, workshops, and other programs to develop principals as instructional strategists and managers. Included are a list of selected Educational Resources Information Center (ERIC) documents on the subject, and a general reference list.(MD)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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