Linking Leadership to Student Learning Linking Leadership to Student Learning clearly shows howschool leadership improves student achievement. The book is basedon an ambitious five-year study on educational leadership that wassponsored by The Wallace Foundation. The authors studied 43districts, across 9 states and 180 elementary, middle, andsecondary schools. In this book, Kenneth Leithwood, Karen SeashoreLouis, and their colleagues report on what they found. Theyexamined leadership at each organizational level in the schoolsystem—classroom, school, district, community, and state.Their comprehensive approach to investigating school leadershipoffers a balanced understanding of how the structures within whichleaders operate shape what they do. The results within will havesignificant implications for future policy and practice. Praise for Linking Leadership to Student Learning "Kenneth Leithwood and Karen Seashore Louis offer a seminal newcontribution to the leadership field. They provide a rich andauthoritative evidence base that demonstrates clearly just whyschool leadership is so important and how it promotes successfulstudent learning."—Pamela Sammons, Ph.D., Professor ofEducation, Department of Education, University of Oxford,Oxford "This ambitious, groundbreaking, and thought provoking treatmentof the link between school leadership and student learning is atestament to the outstanding work of these exemplary scholars. Thisis a 'must read' for academics and practitionersalike."—Martha McCarthy, President's Professor, LoyolaMarymount University, and Chancellor's Professor Emeritus, IndianaUniversity "The question is no longer whether school and district leader'simpact student learning, but rather how they do it. The authorsprovide a convincing answer, one that recognizes the crucialinteraction between leader and locality."—Daniel L. Duke,Professor of Educational Leadership, University of Virginia
This research-based study helps administrators create a school environment that responds to teacher emotions and results in higher teacher retention, instructional effectiveness, and student achievement.
This book discusses the links between the basis of motivational, leadership and curricular constructs with regards to 21st century and net-generation learning. It brings together recent developments in motivation, educational leadership and curriculum design in order to offer a better understanding of what is already known and what is yet to be explored in these fields. It consists of a collection of findings on recent educational developments, including topics such as motivating the 21st century learner, leadership practices and influences, curriculum design and models, novel learning environments and 21st century learners and their needs.
Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context. The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.
This book offers cutting edge thinking on effective leadership processes. It pulls together the thinking of 16 educators with diverse backgrounds and experiences, all of whom hold keen interests in harnessing the forces that can improve educational opportunity for students. The book is intended to stimulate the thinking of every educator who aspires to influence decision-making and to provide direction to their school, district or institution.
Effective school leadership can have a transformative impact on the lives of students. Written by one of the foremost scholars in the field. This book draws lessons from one of the most successful long-term educational leadership studies ever conducted to provide actionable advice and specific strategies. Learn how to: Understand the evidence base to design effective leadership development programs and initiatives Support instructional leaders in leading collaborative inquiry approaches to classroom pedagogy to help teachers convey complex ideas to students Establish Principal Learning Teams to help guide school-wide and districtwide decision-making
This well-researched resource draws on the collaborative work between researchers and school practitioners to offer teaching strategies that promote deep understanding and higher-order thinking in students.
The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues. How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.