Literaturnachweis - Detailanzeige
| Autor/inn/en | Hochbein, Craig; Cunningham, Brittany C. |
|---|---|
| Titel | An Exploratory Analysis of the Longitudinal Impact of Principal Change on Elementary School Achievement |
| Quelle | In: Journal of School Leadership, 23 (2013) 1, S.64-90 (27 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Longitudinal Studies; Elementary Schools; Administrative Change; Principals; Academic Achievement; School Effectiveness; Educational Change; Educational Improvement; Mathematics Achievement; Reading Achievement; Data Analysis; Program Effectiveness; Educational Administration; Educational Assessment; Educational Indicators; Leadership; Public Schools; Statistical Analysis; Outcome Measures; Tenure; Predictor Variables; Audits (Verification) Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Schulleistung; Schuleffizienz; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Auswertung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Führung; Führungsposition; Public school; Öffentliche Schule; Statistische Analyse; Amtszeit; Beschäftigungsdauer; Prädiktor |
| Abstract | Recent reform initiatives, such as the Title I School Improvement Grants and Race to the Top, recommended a principal change to jump-start school turnaround. Yet, few educational researchers have examined principal change as way to improve schools in a state of systematic reform; furthermore, no large-scale quantitative study has determined the immediate or longitudinal impact of principal change on school performance. Using 9 years of school performance data, this study examined the impact of principal change on elementary schools' scholastic achievement in reading and mathematics. Specifically, it examined whether a principal change was associated with initial improvement and longitudinal improvement of school reading and mathematics achievement. Findings suggest that principal changes did not substantially influence initial student achievement or school performance trajectory. Furthermore, these findings suggest that making a principal change does not predispose a school for improving school performance. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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