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Paul Arjanto; Ibrahim Bafadal; Adi Atmoko; Asep Sunandar – International Society for Technology, Education, and Science, 2023
Leadership in educational settings, especially in schools, has a long history. Instructional leadership is a leadership style that is seen to increase school effectiveness. This study aims to map bibliographic data on instructional leadership over the past eight decades (1941-2022). The quantitative research approach to analyzing bibliographic…
Descriptors: Instructional Leadership, School Effectiveness, Educational Improvement, Administrator Role
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Oude Groote Beverborg, Arnoud; Sleegers, Peter J. C.; Moolenaar, Nienke M.; van Veen, Klaas – School Effectiveness and School Improvement, 2020
To support school improvement, understanding the mechanisms that enhance teachers' engagement in professional learning activities within schools over time is paramount. The purpose of this three-wave longitudinal study is to examine the role of workplace conditions (school leaders' vision building and teams' shared goals), in supporting teachers'…
Descriptors: Teacher Collaboration, Vocational Education Teachers, Shared Resources and Services, Professional Development
Choi, Jeong Hoon; McCart, Amy B.; Hicks, Tyler A.; Sailor, Wayne – Journal of Special Education, 2019
The present study investigated relationships among technical assistance, school leadership quality, and multitiered system of support (MTSS) implementation. The findings indicated technical assistance improved school leadership quality, and improved leadership significantly mediated the relationship between technical assistance and MTSS…
Descriptors: School Administration, Technical Assistance, Leadership Effectiveness, Equal Education
Rulli, Carolyn – ProQuest LLC, 2013
The classroom teacher with a vision and a desire to enact that vision has been identified in the research literature as a key player in school reform. The literature suggests that teacher advocacy for school improvement may be shaped by the context in which they work, and that differences between their vision and the reality of their context can…
Descriptors: Educational Change, Educational Improvement, Change Agents, Advocacy
Agnant Rogers, Myriam – ProQuest LLC, 2013
As a result of poor student performance, professional development has emerged as a key strategy for improving instruction and achievement. In times of reduced resources and increased accountability, schools must evaluate their efforts in order to make sound decisions about policy and practice. This mixed method study was designed to investigate…
Descriptors: Correlation, Middle Schools, Middle School Teachers, Principals
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Sappington, Neil; Pacha, Joseph; Baker, Paul; Gardner, Dianne – International Journal of Educational Leadership Preparation, 2012
"One of the most persistent findings from research on school improvement is, in fact, the symbiotic relationship between professional development and school improvement efforts" (Hawley & Valli, 1999, p. 129). These researchers, and others in the field, argue that there must be a direct relationship between the professional…
Descriptors: Graduate Students, Educational Change, Professional Development, Teacher Improvement
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Kwame-Ross, Terrance; Crawford, Linda; Klug, Erin – Middle Grades Research Journal, 2011
This article describes the theoretical and conceptual framework upon which the Developmental Designs (DD) approach is based and four fundamental human needs especially compelling for adolescents. These are used as the foreground to explain and contextualize the Developmental Designs' 10 classroom practices and professional development…
Descriptors: Civil Rights, Educational Improvement, Federal Programs, Workshops
Winokur, Ilene Kay – ProQuest LLC, 2013
The purpose of this study was to examine how teachers' perceptions of transformational leadership behavior of head of department (HOD) as instructional leader related to their motivation to transfer learning through professional development in public high schools in Kuwait. The study also addressed two other training transfer factors: ability to…
Descriptors: Foreign Countries, Transformational Leadership, Professional Development, Public School Teachers
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Kalule, Lawrence; Bouchamma, Yamina – Educational Assessment, Evaluation and Accountability, 2014
We examined teacher supervision practices (supervision models, phases, and professional development guidelines) of in-school supervisors (principals, vice principals, and study program directors) in Uganda, the supervisors' efficacy perceptions regarding teacher supervision, and supervisor characteristics associated with the choice of supervisory…
Descriptors: Teacher Supervision, Supervisors, Supervisor Qualifications, Educational Practices
Bruton, Venita L. – ProQuest LLC, 2011
Standardized tests are an education reality and an important accountability consideration in most states and school systems. Most states require standardized assessments to meet requirements of the federal "No Child Left Behind Act" of 2001. Changes to curriculum and instruction and to the school culture frequently occur through a school…
Descriptors: Academic Achievement, High Stakes Tests, Educational Testing, Standardized Tests
Ogundokun, Olubunmi K. – ProQuest LLC, 2012
This study analyzes the relationship between school management strategies and student's academic achievement, while controlling for factors such as the school principals' age, gender, experience, as well as school size and location, Student's Social Economics Status (SES), English as a Second Language learner's population (ESL), Special Education…
Descriptors: Academic Achievement, Correlation, Governance, School Size
Goddard, Yvonne L.; Miller, Robert; Larsen, Ross; Goddard, Roger; Madsen, Jean; Schroeder, Patricia – Online Submission, 2010
The purpose of this paper was to test the relationship between principal leadership and teacher collaboration around instructional improvement to determine whether these measures were statistically related and whether, together, they were associated with academic achievement in elementary schools. Data were obtained from 1,600 teachers in 96…
Descriptors: Structural Equation Models, Instructional Improvement, Academic Achievement, Teacher Collaboration
Jaquith, Ann; Mindich, Dan; Wei, Ruth Chung; Darling-Hammond, Linda – Learning Forward (NJ), 2010
Policy shapes practice, and the increasingly important realm of professional development is no exception. In order to identify effective professional development policies and strategies, a Stanford University research team examined the policy frameworks supporting high levels of professional development activity in four states. The…
Descriptors: Evidence, Research Reports, Policy Analysis, State Policy
Christman, Jolley Bruce; Neild, Ruth Curran; Bulkley, Katrina; Blanc, Suzanne; Liu, Roseann; Mitchell, Cecily; Travers, Eva – Research for Action, 2009
Under No Child Left Behind, urban school districts have increasingly turned to interim assessments, administered at regular intervals, to help gauge student progress in advance of annual state exams. These assessments have spawned growing debate among educators, assessment experts, and the testing industry: are they worth the significant…
Descriptors: Urban Schools, Core Curriculum, Intervals, Federal Legislation
Shaner, Robert G. – ProQuest LLC, 2009
Professional learning communities (PLC) have been identified as scaffolds that can facilitate, support, and sustain systemic change focused on improving student achievement. PLCs represent the application of the theoretical constructs of the learning organization within the framework of schools and school systems. Little is known about the change…
Descriptors: High Schools, Educational Change, Educational Improvement, Communities of Practice
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