Predictors of Principals' Reliance on Formal and Informal Sources of Information

McColskey, Wendy; Altschuld, James W.; Lawton, Raymond W.

doi:10.2307/1163577

Cited by 3 publications

(5 citation statements)

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“…Data-driven decision-making is mostly referred in a narrow sense to using data in solving problems and making decisions of school instruction and student learning, which can be shown in both practice and research. Principals who assume the role of instructional leaders should value information and can be more likely to gather and rely on information in making decisions (McColskey et al, 1985).…”

Section: Discussionmentioning

confidence: 99%

Differences in Principals' Data Use for Decision Making: An Administrative Probelm-Solving Perspective

Luo¹,

Will²,

Clayburn³

2013

The Advocate

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As school leaders, principals must seek, use, and make sense of data and information. This study presents the findings of a survey study of 182 high school principals' data use and examines the differences in the extent of principals' data use for decision making in solving various dimensions of administrative problems. Results show principals used data frequently for decision-making in instructional leadership, organization operational leadership and school vision leadership, among which data use in instructional leadership was most frequent. Principals' use of data was significantly less frequent in the leadership dimension of collaborative partnerships and larger-context politics. This article ends with implications with regard to improving school leadership programs in meeting the emergent need of preparing data driven decision makers and suggestions for research relevant to the central topic of data-driven decision making. AbstractAs school leaders, principals must seek, use, and make sense of data and information. This study presents the findings of a survey study of 182 high school principals' data use and examines the differences in the extent of principals' data use for decision making in solving various dimensions of administrative problems. Results show principals used data frequently for decision-making in instructional leadership, organization operational leadership and school vision leadership, among which data use in instructional leadership was most frequent. Principals' use of data was significantly less frequent in the leadership dimension of collaborative partnerships and larger-context politics. This article ends with implications with regard to improving school leadership programs in meeting the emergent need of preparing data driven decision makers and suggestions for research relevant to the central topic of data-driven decision making.

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Section: Discussionmentioning

confidence: 99%

Differences in Principals' Data Use for Decision Making: An Administrative Probelm-Solving Perspective

Luo¹,

Will²,

Clayburn³

2013

The Advocate

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“…Different organization use different approach in getting and disseminating information in their circle. It is understood that people will always make a decision according to a different kind of information (McColskey et al, 1985) and when received factual information from any people.…”

Section: Literature Reviewmentioning

confidence: 99%

“…There are two types of information sources which could be classified as either formal or informal (Kaye, 1995;McColskey et al, 1985). Formal sources defined as those which are constituted in some regularized or legal manner in relation to the user, whereas informal sources have no such basis (Kaye, 1995).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Meanwhile, McColskey et al (1985) stated that formal and informal varies depending on the degree of the systematization of the data collection procedure. They explained that formal sources of information represent those program evaluation activities such as cost-benefit analyses, formative and summative evaluations because the data tend to be collected using systematic methods, whereas informal sources for instances those using ad hoc information collection methods such as chance personal observations and conversation.…”

Section: Trustmentioning

confidence: 99%

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The Informal Approach in Disseminating Information: A Proposal of Ngo Funder

Masdar

Kadir

2019

LJMS

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The informal approach and non-governmental organization (NGO) becomes synonym words nowadays due to the information disseminated by this organization aligns with the growing of technology in connecting people all over the world through social network. Informal approach such as face to face interaction and communication through virtual between individual or group of people enables to attract the heart of funder in transferring fund to the NGO. Formal approach is a well-known approach in disseminating information to the third party, however, for this third world sector, the informal approach becomes more popular and trust has been developed in this style of communication. Thus, this study proposed to investigate the practices use by the NGO in disseminating information to its funder and to understand the chosen practices by the NGO in raising fund. Qualitative research method will be applied in realizing this study. Data will be collected by using semi-structured interview with NGO’s employees, funders, and beneficiaries. Also, this study will be conducting observation on the event managed by this NGO and documentary analysis on the written documentation will be scrutinized. The underlying theory for this study is social capital theory whereby this theory portrays the elements of norms, information, and trust among related parties involved. The finding of this study will discover the connection between three elements from the theory with fund transferred by funders. Abstrak Pendekatan informal dan organisasi bukan kerajaan (NGO) menjadi sinonim kata-kata pada masa kini disebabkan oleh maklumat yang disebarkan oleh organisasi ini sejajar dengan peningkatan teknologi dalam menghubungkan orang-orang di seluruh dunia melalui rangkaian sosial. Pendekatan yang tidak formal seperti interaksi bersemuka dan komunikasi melalui alam maya antara individu atau kumpulan orang membolehkan untuk menarik hati dana untuk memindahkan dana kepada NGO. Pendekatan formal adalah pendekatan yang terbaik dalam menyebarkan maklumat kepada pihak ketiga, lantaran, untuk sektor dunia ketiga ini, pendekatan informal menjadi lebih popular dan kepercayaan telah dikembangkan dalam gaya komunikasi ini. Oleh itu, kajian ini mencadangkan untuk mendalami amalan yang digunakan oleh NGO dalam menyebarkan maklumat kepada penanggung dana dan memahami amalan yang dipilih oleh NGO dalam meningkatkan dana. Kaedah penyelidikan kualitatif akan digunakan untuk merealisasikan kajian ini. Data akan dikumpulkan dengan menggunakan kaedah wawancara separa berstruktur dengan pekerja NGO, pembiaya, dan penerima manfaat. Selain itu, kajian ini akan menjalankan pemerhatian terhadap acara yang diuruskan oleh NGO ini dan analisis dokumentari mengenai dokumentasi bertulis akan diteliti. Teori asas untuk kajian ini adalah teori modal sosial yakni teori ini menggambarkan unsur-unsur norma, maklumat, dan kepercayaan di antara pihak-pihak yang terlibat. Penemuan kajian ini akan menemui hubungan antara tiga elemen dari teori dengan dana yang dipindahkan oleh dana.

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“…Boudett and Steele, 2007;Hallinger and Heck, 1996;Heck, 1992;Leithwood and Jantzi, 2005;Leithwood et al, 2004;Lindstrom and Speck, 2004;Youngs and King, 2002). Compared to indirect measures of instructional practice such as student test scores, observing instructional practice is one of the most direct ways to understand what is happening in classrooms, and allows principals to engage with teachers around instruction Blase and Kirby, 2000;Fink and Resnick, 2001;McCloskey et al, 1985). There are distinctions between informal and formal observations.…”

Section: Introductionmentioning

confidence: 99%

Using informal classroom observations to improve instruction

Ing

2010

Journal of Educational Administration

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Purpose -The purpose of this study is to describe the variability of principals' classroom observations across schools and to relate classroom observations to the schools' instructional climate. This helps identify the conditions under which classroom observations effectively improve instruction in some schools and not in other schools. Design/methodology/approach -Data for the study are from surveys from principals (n ¼ 319) and teachers (n ¼ 15; 818) matched to administrative data on principals and schools. Data are analyzed using factor analysis, latent class analysis, and regression. Findings -There is no evidence that the frequency, duration, or instructional focus of classroom observations varies across schools with different student demographic characteristics or student performance levels. There is also no evidence that the frequency or duration of conducting classroom observations relates to the instructional climate of the school. However, there is evidence that conducting observations with a focus on instructional improvement relates to the instructional climate of the school after controlling for school and principal characteristics. These findings suggest variability in the implementation of classroom observations. Originality/value -The paper provides useful information to guide the preparation and support of principals in order to use classroom observations most effectively for improving instructional opportunities.

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Predictors of Principals' Reliance on Formal and Informal Sources of Information

Cited by 3 publications

References 0 publications

Differences in Principals' Data Use for Decision Making: An Administrative Probelm-Solving Perspective

Differences in Principals' Data Use for Decision Making: An Administrative Probelm-Solving Perspective

The Informal Approach in Disseminating Information: A Proposal of Ngo Funder

Using informal classroom observations to improve instruction

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