A Canonical Analysis of Successful and Unsuccessful High Schools: Accommodating Multiple Sources of Achievement Data in School Leadership

Autor/inn/en	Knoeppel, Robert C.; Rinehart, James S.
Titel	A Canonical Analysis of Successful and Unsuccessful High Schools: Accommodating Multiple Sources of Achievement Data in School Leadership
Quelle	In: Educational Considerations, 38 (2010) 1, S.24-32 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-9282
Schlagwörter	Academic Achievement; Educational Change; Statistical Analysis; Instructional Leadership; Principals; Teaching Methods; Low Achievement; Leadership Training; Administrator Effectiveness; Decision Making; Achievement Tests; Data Analysis; Educational Improvement; High Schools + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Statistische Analyse; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Unterdurchschnittliche Leistung; Führungslehre; Decision-making; Entscheidungsfindung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Auswertung; Teaching improvement; Unterrichtsentwicklung; High school; Oberschule
Abstract	What distinguishes successful schools from unsuccessful schools? This question has relevance for the practice of educational leadership as well as the preparation of leaders. Successful schools are led by principals who set the direction and influence student learning, and who change the instructional process by focusing deliberately on teaching and learning. Effective principals create school cultures supportive of continuous improvement. They assure that optimal learning opportunities are provided for everyone, but most particularly those who are not experiencing success. The use of data to make instructional decisions is an important new part of the role of educational leaders. The proliferation of state and federal testing requirements has increased the amount of data available to educators with regard to student achievement. This study introduces a statistical method of analysis, canonical analysis, as a means by which educational leaders can examine multiple dependent measures of student achievement in order to prioritize school improvement initiatives. (Contains 3 tables and 56 endnotes.) (ERIC).
Anmerkungen	Kansas State University, College of Education. 1100 Mid-Campus Drive, 006 Bluemont Hall, Manhattan, KS 66506. Tel: 785-532-5525; Fax: 785-532-7304; e-mail: edcoll@ksu.edu; Web site: http://coe.ksu.edu/EdConsiderations
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10