Managing for Improved School Effectiveness: an international survey

Austin, Gilbert R.; Reynolds, David

doi:10.1080/0260136900100203

Cited by 18 publications

(9 citation statements)

References 15 publications

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“…The school effectiveness research of the last 20 years affirms the role of principals in school success (e.g., Austin and Reynolds 1990;Goddard 2001;Goddard et al 2004;Goldring and Pasternak 1994;Hallinger and Heck 1996;Heck and Marcoulides 1993;Heck 1992;Leithwood and Jantzi 1999;Leithwood and Montgomery 1986;Louis et al 1996;Marks and Louis 1997;Marks and Printy 2003;Sebring and Bryk 2000;Sergiovanni 1995;Shen 2005;Taylor and Valentine 1985) in general and in raising student achievement in particular (e.g., Leithwood et al 2004;Marzano et al 2005;Witziers et al 2003). In this study, we asked the following questions: Which streams of data do principals use?…”

Section: Methodsmentioning

confidence: 95%

Using data for decision-making: perspectives from 16 principals in Michigan, USA

et al. 2010

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achievement data are used more for accountability purposes-for assessing ''of'' rather than ''for'' the learning; (c) different streams of data are rarely used together to derive rich meaning for decision-making; and (d) school districts differ in the extent to which their principals use data to improve curriculum and instruction. The study pointed both to the challenges and to the opportunities of making datainformed decisions to improve our schools.Résumé Exploiter les données pour prendre les décisions: perspectives de 16 directeurs d'écoles au Michigan (É tats-Unis) -En réaction aux énormes quantités de données liées au mouvement de l'obligation redditionnelle et au discours sur la prise de décision fondée sur les données, nous avons interrogé 16 directeurs d'établissements scolaires pour cerner les flux de données qu'ils utilisent et les décisions qu'ils prennent à partir de ces données. Nous avons fait les constatations suivantes : a) ils utilisent principalement les données sur les résultats des élèves, au point de négliger les flux d'autres données telles que celles relatives aux contextes des élèves et des communautés ainsi qu'aux processus scolaires; b) ils exploitent les données sur les résultats des élèves essentiellement à des fins redditionelles pour une évaluation « de » l'apprentissage et moins « pour » l'apprentissage; c) ils analysent rarement les différents flux de données parallèlement de sorte à en tirer des conclusions précieuses pour la prise de décision; et d) le degré d'exploitation des données par les directeurs en vue d'améliorer les programmes et l'enseignement diffère selon les districts scolaires. Cette étude signale à la fois les défis et les chances d'une prise de décision éclairée par les données dans le but de perfectionner nos établissements scolaires.Zusammenfassung Datenbasierte Entscheidungsfindung: 16 Schulleiterinnen und Schulleiter in Michigan, USA, geben Auskunft -Angesichts der gewaltigen Datenmengen, die mit der Einführung einer Rechenschaftspflicht für Schulen und mit der Formel der datenbasierten Entscheidungsfindung einhergehen, haben wir Interviews mit 16 Schulleiterinnen und Schuleitern geführt, um herauszufinden, welche Art von Daten sie benutzen und was für Entscheidungen sie anhand dieser Daten getroffen haben. Wir haben herausgefunden: a) dass Leistungsdaten von Schülerinnen und Schülern meist in gleichem Maße genutzt werden, wie andere Daten, beispielsweise Angaben über den persönlichen und sozialen Hintergrund der Schülerinnen und Schüler oder Prozessdaten der Schule, außer Acht gelassen werden; b) dass Leistungsdaten der Schülerinnen und Schüler vorwiegend für die Rechenschaftslegung eingesetzt werden -also eher für die Bewertung ,,des'' Lernens als ,,für'' das Lernen selbst; c) dass selten verschiedene Datenströme zusammengeführt werden, um daraus vielschichtige Informationen für die Entscheidungsfindung abzuleiten; und d) dass der Umfang, in dem die Schulleitungen Daten zur Verbesserung der Lehrpläne und des Unterrichts nutzen, von Schulbezirk zu Schulbezi...

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Section: Methodsmentioning

confidence: 95%

Using data for decision-making: perspectives from 16 principals in Michigan, USA

et al. 2010

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“…As instructional leaders and change agents, principals are charged with developing a positive learner-centered culture; guiding instruction; hiring and supervising staff; managing institutional resources; and serving as primary conduits of communication among staff, students, parents, and members of the community. The school effectiveness studies of the past 20 years have continually affirmed the principal's central role in school success (Austin & Reynolds, 1990;Boyer, 1983;Leithwood & Montgomery, 1986), and recent research has confirmed a positive relationship between leadership and student achievement gains (Waters, Marzano, & McNulty, 2003).…”

mentioning

confidence: 99%

Licensed but Not Leading: Issues Influencing Individuals’ Pursuit of the Secondary Principalship

Schutte¹,

Hackmann²

2006

Journal of School Leadership

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In this study, we used survey research methods to examine (1) factors that motivated educators in the state of Iowa who held administrative licensure (125 females, 164 males) to actively pursue secondary principalship positions and (2) aspects that dissuaded them from applying. Respondents rated 10 factors that potentially motivated them to pursue administrative licensure, 36 factors related to perceived barriers to pursuing the principalship, and 5 questions related to perceived quality of leadership preparation. Results revealed that educators were attracted to the principalship for intrinsically motivating reasons. Although perceiving potential barriers as being only minimal-to-moderate obstacles, females identified concerns related to gender discrimination and gender stereotypes, and males were significantly more likely to apply to available positions. Respondents indicated concerns regarding time demands of the position and an emphasis on management over leadership responsibilities.

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“…Schools and colleges are becoming accustomed to terms like 'senior management teams', 'total quality management' and 'line' or 'matrix management', all of which have been imported into educational thinking and practice from business. Little of this activity focuses on the personal beliefs of individual teachers -and, as is clear from overviews, even concepts like 'ownership', 'partnership' or 'shared ethos' can conceal attempts to mitigate imposed change, rather than a real sharing (White, 1986;Corbett and Rossman, 1989;Austin and Reynolds, 1990;Brown, 1991). Headteachers' descriptions of the participative structures of their schools often bear little similarity to the accounts given by their subordinates.…”

Section: Introductionmentioning

confidence: 95%

Educational change and the self

Griffiths

1993

British Journal of Educational Studies

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Managing for Improved School Effectiveness: an international survey

Cited by 18 publications

References 15 publications

Using data for decision-making: perspectives from 16 principals in Michigan, USA

Using data for decision-making: perspectives from 16 principals in Michigan, USA

Licensed but Not Leading: Issues Influencing Individuals’ Pursuit of the Secondary Principalship

Educational change and the self

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