By William A. Firestone, Carolyn Riehl

This e-book, the manufactured from the duty strength on examine co-sponsored via the yank academic examine organization department A and the collage Council for academic management, units an formidable time table for examine in academic management. renowned students within the box evaluation present wisdom approximately management, body new inquiries to generate vital learn within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage might be understood. protecting a large diversity of issues, from responsibility platforms and school–community relationships to the schooling of scholars from varied backgrounds, the authors put up present examine to serious scrutiny on the way to boost frameworks for brand new learn which can have an important impression on coverage and perform.

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Extra resources for A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series)

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Teacher leadership can also exist in a more informal sense, for example in teachers’ supportive roles with each other in professional learning communities or in school change efforts (Grossman, Wineburg, & Woolworth, 2001; Wolf, Borko, Elliott, & McIver, 2000). Empirical evidence concerning the effects of either formal or informal teacher leadership is limited in quantity and reports mixed results. For example, Hannay and Denby’s (1994) study of department heads found that they were not very effective as facilitators of change because of their lack of knowledge and skill in effective change strategies.

For example, how do principals assess their teachers’ subject matter capabilities and orchestrate opportunities for more and deeper learning for those who need it? Questions such as this will align research in educational administration more closely with core issues of improving teaching and learning. Our argument is framed by reference to four broad categories of research that cut across research on teaching and learning and research on educational leadership. We first examine research that aims to identify causally relevant connections between educational practice and student achievement.

P. 20) Most of this research begins with a focus on how student interaction is associated with student learning (broadly defined) and then asks how teachers can foster those processes associated with positive student learning. For example, after finding that students learned mathematics most effectively when provided with opportunities to first understand, and then to critique, alternative interpretations or solutions (Wood & Yackel, 1990), Cobb and his colleagues began investigating how teachers could promote such interactions.

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A New Agenda for Research in Educational Leadership by William A. Firestone, Carolyn Riehl
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