Effective Literacy Practices and Challenging Curriculum for At-Risk Learners: Great Expectations

Janisch, Carole; Johnson, Margaret

doi:10.1207/s15327671espr0803_1

Cited by 15 publications

(11 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It would be difficult to predict the relative effects of the variables included on the four paths from a reading of most of the research about each of these variables. A large proportion of that research has been single-variable research as, for example, studies of academic emphasis (e.g., Hoy, Tarter, & Hoy, 2006), DC (e.g., Ma & Willms, 2004) TTO (e.g., Goddard et al, 2001), CTE (e.g., Angelle & Teague (2014), and TC (e.g., Janisch & Johnson, 2003).…”

Section: Resultsmentioning

confidence: 99%

“…This type of commitment is positively associated with important organizational conditions such as teachers’ instruction (Granger, Morbey, Lotherington, Owston, & Wideman, 2002; Hendel, 1995) and student outcomes including moral growth (M. M. Williams,1993), and academic achievements (Gill & Reynolds, 1999; Harvey, Sirna, & Houlihan, 1988; Housego, 1999; Janisch & Johnson, 2003). Many factors giving rise to this form of commitment are responsive to leadership influence (Dannetta, 2002).…”

Section: Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

Leithwood

Sun

Schumacker

2019

Educational Administration Quarterly

175

147

View full text Add to dashboard Cite

Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Frameworkmentioning

confidence: 99%

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

Leithwood

Sun

Schumacker

2019

Educational Administration Quarterly

175

147

View full text Add to dashboard Cite

show abstract

“…This claim can be supported by the following empirical findings: a teacher belief in lifelong learning (Langer, 2000) and that every student can learn is positively associated with successful learning (Janisch and Johnson, 2003); a teacher's character (Granger, et al, 2002) or individual traits and personal values (Hendel, 1995) impact student learning and teaching;…”

Section: Teacher Commitment and Student Learningmentioning

confidence: 85%

Conceptualizing the critical path linked by teacher commitment

Sun

2015

Journal of Educational Administration

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. Robinson et al., 2009) have agreed that the influence of school leadership on student learning is mostly indirect through key school conditions and the practices of teachers. These key conditions and teacher inner states and practices make important and relatively direct contributions to student learning (e.g., Leithwood and Jantzi, 2005). The central issue here is to identify the critical paths through which school leaders improve student learning. To conceptualize such paths, we need to identify the linking variables that contribute to student learning significantly and that are malleable to school leadership, or the variables that mediate school leadership influence on student learning. Previous studies have identified the following seven variables at the school level that significantly contribute to student learning:• • academic optimism (the combination of the above three variables) (Hoy and Miskel, 2013; McGuigan, 2005) • teacher organizational citizenship behavior (e.g., DiPaola and Hoy, 2005; Podsakoff et al., 2000;Tschannen-Moran, 2001), and• school disciplinary climate (e.

show abstract

“…The "ingredients" of teacher commitment, such as teachers' feelings/emotions, attitudes, capacity, values, beliefs, motivations, overt commitment behaviours and sincerity (or insincerity) [34], are positively associated with successful learning [35,36], the quality of teachers' instruction [31,37], student moral growth [38], and students' academic achievements [32,39]. The majority of studies examining teacher commitment and student outcomes are qualitative.…”

Section: Teacher Commitmentmentioning

confidence: 99%

Leadership Effects on Student Learning Mediated by Teacher Emotions

Sun¹,

Leithwood²

2017

How School Leaders Contribute to Student Success

View full text Add to dashboard Cite

School leaders' influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning-collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.

show abstract

Effective Literacy Practices and Challenging Curriculum for At-Risk Learners: Great Expectations

Cited by 15 publications

References 6 publications

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

Conceptualizing the critical path linked by teacher commitment

Leadership Effects on Student Learning Mediated by Teacher Emotions

Contact Info

Product

Resources

About