Leadership Effects on Student Achievement and Sustained School Success

Autor/in	Jacobson, Stephen
Titel	Leadership Effects on Student Achievement and Sustained School Success
Quelle	In: International Journal of Educational Management, 25 (2011) 1, S.33-44 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513541111100107
Schlagwörter	Poverty; Academic Achievement; Longitudinal Studies; Administrator Effectiveness; Leadership; Principals; At Risk Students; Disadvantaged Schools; Literature Reviews; Administrator Role; Leadership Styles; Participative Decision Making; Professional Development; Success; Governance; School Effectiveness; Competence + Suchen Sie Ihr Suchwort? Armut; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Führung; Führungsposition; Principal; Schulleiter; Führungsstil; Erfolg; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schuleffizienz; Kompetenz
Abstract	Purpose: The purpose of this paper is to examine the effects of leadership on student achievement and sustained school success, especially in challenging, high-poverty schools. Design/methodology/approach: The paper combines a review of the leadership literature with findings drawn from longitudinal studies of the International Successful School Principalship Project (ISSPP). Findings: Direction setting, developing people and redesigning the organization were practices common to successful principals in all contexts, including those in challenging, high-poverty schools. How these practices manifested varied in relation to national context and tradition. Distributed teacher leadership and professional self-renewal emerged as processes central to sustaining success, and, in at least one US case, a change in organizational governance was necessary to allow these processes to continue over time. Originality/value: The paper adds to the literature on leadership effects on student achievement and sustaining school success, especially in challenging high-poverty schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10