Improving the Capacity of School System Leaders and Teachers to Design Productive Learning Environments

Autor/inn/en	Sheppard, Bruce; Dibbon, David
Titel	Improving the Capacity of School System Leaders and Teachers to Design Productive Learning Environments
Quelle	In: Leadership and Policy in Schools, 10 (2011) 2, S.125-144 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Path Analysis; Maximum Likelihood Statistics; Instructional Leadership; Educational Practices; Foreign Countries; Partnerships in Education; Educational Environment; Performance Factors; Longitudinal Studies; Models; Goodness of Fit; Influences; Academic Achievement; Leadership Effectiveness; Educational Improvement; Productive Thinking; Canada + Suchen Sie Ihr Suchwort? Pfadanalyse; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungspraxis; Ausland; Hochschulpartnerschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Leistungsindikator; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Influence; Einfluss; Einflussfaktor; Schulleistung; Führungseffizienz; Teaching improvement; Unterrichtsentwicklung; Produktives Denken; Kanada
Abstract	In this article we report on the results of an innovative research partnership with the largest school district in one Canadian province where we are exploring how educational leadership practices and the factors that influence these practices interact to impact student learning. This article makes a clear connection between leadership and student learning and makes a significant contribution to the knowledge base regarding what we know about leadership in educational contexts, how and how much leadership matters within that context, as well as how important those effects are in designing productive learning environments that facilitate the learning of all children. Using Arbuckle's Amos 17 and maximum likelihood estimation, we employed path analysis procedures to develop a best-fitting nested model to examine the interrelationships among three primary sources of formal leadership for education found in schools, school districts, and government, and how these leaders interact with one another and with professional teachers, parents, and other community stakeholders to directly and indirectly impact the existence of a clear focus on student learning. We conclude with a discussion of the pathways in our best-fitting model as we explore in detail the interrelationships among the primary sources of leadership and discuss the direct and indirect effects of each of these leadership sources on one another and on the extent to which the factors individually and collectively impact a school's focus on student learning. (Contains 2 figures, 4 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10