Local Education Authorities and Student Learning: The Effects of Policies and Practices

Autor/inn/en	Lee, Moosung; Louis, Karen Seashore; Anderson, Stephen
Titel	Local Education Authorities and Student Learning: The Effects of Policies and Practices
Quelle	In: School Effectiveness and School Improvement, 23 (2012) 2, S.133-158 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2011.652125
Schlagwörter	Structural Equation Models; School Districts; Decision Making; Educational Practices; Educational Policy; Policy Analysis; Networks; Social Networks; School Surveys; Academic Achievement; Achievement Gains; Board of Education Role; Information Utilization; Educational Improvement; Leadership Effectiveness; Predictor Variables; Instructional Effectiveness + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Decision-making; Entscheidungsfindung; Bildungspraxis; Politics of education; Bildungspolitik; Politikfeldanalyse; Social network; Soziales Netzwerk; Schulleistung; Achievement gain; Leistungssteigerung; Informationsnutzung; Teaching improvement; Unterrichtsentwicklung; Führungseffizienz; Prädiktor; Unterrichtserfolg
Abstract	This article addresses an issue that has not been well explored in empirical research, namely whether local education agencies (districts) have an impact on student learning. We assumed that local district effects on learning would be largely indirect, mediated by how teachers work together in schools (in professional communities) and the quality of instruction that is provided. Based on the literature, we also assumed that promoting data-driven decision making was an insufficient stimulus for student learning, and we therefore chose to examine another current policy strategy that is being widely adopted by local authorities: the development of networks for learning among schools. Using survey data and structural equation modeling, our results suggest that the development of networks has a positive relationship with instruction and subsequent learning, while district emphasis on learning targets and data use has a negative relationship. The discussion offers a number of interpretations of the findings, and suggests further arenas for inquiry. (Contains 3 figures, 3 tables, and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10