Studies Explore Secrets of Principals' Success

Autor/in	Robelen, Erik W.
Titel	Studies Explore Secrets of Principals' Success
Quelle	In: Education Week, 29 (2009) 14, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Education Work Relationship; Principals; Administrator Effectiveness; School Districts; Teacher Effectiveness; Outcomes of Education; Poverty; Disadvantaged; Administrator Education; Administrator Characteristics; Low Achievement; Academic Achievement; Florida; Texas + Suchen Sie Ihr Suchwort? Principal; Schulleiter; School district; Schulbezirk; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Armut; Unterdurchschnittliche Leistung; Schulleistung
Abstract	Although principals have long been seen as important to the success of schools, a new set of working papers from some prominent education researchers aims to promote a better understanding of the extent to which school leaders matter and why. For instance, one study of the 345,000-student Miami-Dade County, Florida, school system finds that the most effective principals appear to be particularly adept at weeding out weak teachers and keeping strong ones. Another paper looking across Texas concludes that the skill of a principal is most important to student outcomes in the most challenged academic environments: schools serving large numbers of low-achieving students living in poverty. Some of the research also analyzes the distribution of principals. One paper, for example, suggests that schools with the most disadvantaged populations attract principals who have less education and experience, and who attended less selective colleges, compared with leaders of better-off schools. The working papers are scheduled to be discussed this week at a Washington conference sponsored by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), a federally funded center housed at the Urban Institute, a Washington think tank. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10