Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Paul A. |
|---|---|
| Titel | Effective Board Leadership: Factors Associated with Student Achievement |
| Quelle | In: Journal of School Leadership, 23 (2013) 3, S.456-489 (34 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| Schlagwörter | Boards of Education; Academic Achievement; Leadership; Correlation; Factor Analysis; Construct Validity; Achievement Gap; Content Validity; Measures (Individuals); Literature Reviews; Goal Orientation; Data; Progress Monitoring; Community Involvement; School Community Relationship; School Districts; Staff Development; Governance; Likert Scales; Reliability; Predictive Validity; Ohio Ausschuss; Schulleistung; Führung; Führungsposition; Korrelation; Faktorenanalyse; Messdaten; Zielorientierung; Zielvorstellung; Daten; School district; Schulbezirk; Personnel development; Personalentwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Likert-Skala; Reliabilität |
| Abstract | The purpose of this study was to establish the content, construct, and predictive validity of the Effective Board Leadership Practices Survey (EBLPS). The EBLPS was designed to measure the leadership practices of boards of education that support student achievement. A literature review identified 12 board leadership practices supportive of student achievement. These practices formed the content basis of the 33-item EBLPS. A factor analysis approach to construct validity revealed six significant factors underlying the EBLPS, while a t test revealed a significant difference between the mean EBLPS scores of high- and low-achieving school districts. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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