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Shen, Jianping; Gao, Xingyuan; Xia, Jiangang – Educational Management Administration & Leadership, 2017
The notion of schools as "loosely coupled" organizations has been widely discussed in the research literature. Many argue it is either a protective mechanism for schools to buffer external pressure or a barrier for implementing new reforms. Against the backdrop of systemic change and accountability, we applied a two-level hierarchical…
Descriptors: Schools, Educational Change, Accountability, Hierarchical Linear Modeling
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Saal, Petronella Elize; van Ryneveld, Linda; Graham, Marien Alet – International Journal of Instruction, 2019
In his State of the Nation address on 7 February 2019, the president of the Republic of South Africa. Mr. Cyril Ramaphosa, stated that the government would provide digital workbooks and textbooks to every school child in South Africa by 2025. (De Villiers, 2019). This announcement begs the question how effective the incorporation of Information…
Descriptors: Correlation, Information Technology, Mathematics Achievement, Foreign Countries
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Aru, Sidika Akyüz; Kale, Mustafa – Journal of Education and Training Studies, 2019
The overall aim of this study is to investigate the effect of school-related factors and early learning experiences on mathematics achievement. In this causal-comparative research, HLM analysis was performed on the data of 6378 students, their parents, and 241 school principals and primary school teachers. As a result of the HLM analysis, at the…
Descriptors: Instructional Effectiveness, Mathematics Instruction, Mathematics Achievement, Achievement Tests
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Sebastian, James; Moon, Jeong-Mi – International Journal of Education Policy and Leadership, 2017
The purpose of this study was to examine whether female principals have a more participatory style compared to their male counterparts by examining principals' daily time allocation patterns. The study analyzed data from End of Day (EOD) survey logs from principals in an urban school district in the United States. Results from hierarchical linear…
Descriptors: Gender Differences, Participative Decision Making, Principals, Time on Task
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Yoon, Sun Young – Leadership and Policy in Schools, 2016
This study investigates: (1) how principals' data-driven practices may vary by principals' and school backgrounds and how that changes over time; (2) how principals' data-driven practices influence teacher buy-in; and (3) how principals' data-driven practices and teachers' buy-in influence student outcomes. This study uses data from the Study of…
Descriptors: Principals, Evidence Based Practice, Data, Educational Change
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Sweet, Tracy M.; Thomas, Andrew C.; Junker, Brian W. – Journal of Educational and Behavioral Statistics, 2013
Intervention studies in school systems are sometimes aimed not at changing curriculum or classroom technique, but rather at changing the way that teachers, teaching coaches, and administrators in schools work with one another--in short, changing the professional social networks of educators. Current methods of social network analysis are…
Descriptors: Educational Research, Models, Social Networks, Network Analysis
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Wieczorek, Douglas – Education Policy Analysis Archives, 2017
This study investigated public school principals' reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels…
Descriptors: Principals, Administrator Attitudes, Faculty Development, Geographic Location
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Lee, Moosung; Hallinger, Philip – School Effectiveness and School Improvement, 2012
This study examines the impact of macro-context factors on the behavior of school principals. More specifically, the article illuminates how a nation's level of economic development, societal culture, and educational system influence the amount of time principals devote to their job role and shape their allocation of time to instructional…
Descriptors: Cultural Context, Principals, Instructional Leadership, Economic Development
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Hauserman, Cal P.; Ivankova, Nataliya V.; Stick, Sheldon L. – Journal of School Leadership, 2013
This mixed methods sequential explanatory study utilized the Multi-factor Leadership Questionnaire, responses to open-ended questions, and in-depth interviews to identify transformational leadership qualities that were present among principals in Alberta, Canada. The first quantitative phase consisted of a random sample of 135 schools (with…
Descriptors: Foreign Countries, Mixed Methods Research, Questionnaires, Interviews
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Skiba, Russell J.; Chung, Choong-Geun; Trachok, Megan; Baker, Timberly L.; Sheya, Adam; Hughes, Robin L. – American Educational Research Journal, 2014
In the context of a national conversation about exclusionary discipline, we conducted a multilevel examination of the relative contributions of infraction, student, and school characteristics to rates of and racial disparities in out-of-school suspension and expulsion. Type of infraction; race, gender, and to a certain extent socioeconomic status…
Descriptors: Discipline, Expulsion, Suspension, Disproportionate Representation
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Bird, James J.; Wang, Chuang; Watson, Jim; Murray, Louise – Journal of School Leadership, 2012
The focus of this study was to explore the relationships between the authentic leadership of building principals and the trust, engagement, and intention to return of their teaching staffs. School principals (n = 28) and their teaching staffs (n = 633) were surveyed. Teacher trust and engagement were found to be significantly related to principal…
Descriptors: Leadership, Intention, Principals, Teachers
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Dumay, Xavier; Galand, Benoit – British Educational Research Journal, 2012
A growing body of research indicates that transformational leadership affects teachers' commitment to their school. The present study aims to investigate the processes explaining this effect at the organisational level. Using a sample of 660 teachers within 50 primary French-speaking Belgian schools, the authors test a model hypothesising that the…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Motivation, Self Efficacy
Outhouse, Craig Michael – ProQuest LLC, 2012
Principal leadership is one of the most heavily researched topics in the field of education and is a key to increasing school effectiveness and stimulating school change. One of the most important principal roles that have emerged in the literature is the facilitation of a collaborative culture. Teacher collaboration has been linked to a variety…
Descriptors: Principals, Administrator Role, Team Teaching, Longitudinal Studies
Ehrlich, Stacy B.; Sporte, Susan E.; Sebring, Penny Bender – Consortium on Chicago School Research, 2013
Technology use is ubiquitous in America's colleges and most workplaces, and it is fast becoming accepted as fact that all students--elementary and high school--must be exposed to technology. Whether schools are doing this is an open question. A 2002 report by the University of Chicago Consortium on Chicago School Research (CCSR) revealed large…
Descriptors: Educational Technology, Public Schools, Principals, School Culture
Lee, Hyemi – ProQuest LLC, 2013
Since the 1990s, many states have started implementing standards-based reforms and developed their own accountability systems. Each state established academic content and performance standards, implemented test for all the students in grades 3 through 8 annually, and set up annual measurable objectives in reading and mathematics for districts,…
Descriptors: Principals, Accountability, Academic Achievement, Teacher Attitudes
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