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Learn How Education Leadership Improves Student Learning

Kenneth Leithwood, Karen Seashore Louis, Stephen anderson and Kyla WahlstromReview of research How Leadership influences Student learningUniversity of MinnesotaCenter for Applied Researchand Educational ImprovementUniversity of TorontoOntario Institute forStudies in EducationCommissioned byThe Wallace FoundationLearning from Leadership ProjectOntario Institute for Studies inEducation at The University of TorontoThe Center for Applied Research and EducationalImprovement (CAREI)conducts studies that provide empiricalinformation about challenges confrontingschools and practices that lead to educationalimprovement. To do our work evaluatingeducational change, CAREI marshals theresources of the College of Education andHuman Development and those of theUniversity of information on our programs, reports andresources, visit our Web Ontario Institute for Studies in Education at theUniversity of Toronto (OISE/UT)is the largest professional school of educationin Canada and among the largest in the offers initial teacher Education , continuingeducation, and graduate programs, all sustainedby faculty who are involv

Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla Wahlstrom Executive summary How leadership influences student learning Effective education leadership makes a

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Transcription of Learn How Education Leadership Improves Student Learning

1 Kenneth Leithwood, Karen Seashore Louis, Stephen anderson and Kyla WahlstromReview of research How Leadership influences Student learningUniversity of MinnesotaCenter for Applied Researchand Educational ImprovementUniversity of TorontoOntario Institute forStudies in EducationCommissioned byThe Wallace FoundationLearning from Leadership ProjectOntario Institute for Studies inEducation at The University of TorontoThe Center for Applied Research and EducationalImprovement (CAREI)conducts studies that provide empiricalinformation about challenges confrontingschools and practices that lead to educationalimprovement. To do our work evaluatingeducational change, CAREI marshals theresources of the College of Education andHuman Development and those of theUniversity of information on our programs, reports andresources, visit our Web Ontario Institute for Studies in Education at theUniversity of Toronto (OISE/UT)

2 Is the largest professional school of educationin Canada and among the largest in the offers initial teacher Education , continuingeducation, and graduate programs, all sustainedby faculty who are involved in research acrossthe spectrum of issues connected with visit our Web site for more Wallace FoundationThe Wallace Foundation is an independent,national private foundation established byDeWitt and Lila Acheson Wallace, the foundersof The Reader's Digest Association. Its missionis to enable institutions to expand Learning andenrichment opportunities for all people. It doesthis by supporting and sharing effective ideasand achieve this mission, The WallaceFoundation has three objectives:Strengthen Education Leadership to improvestudent achievementImprove after-school Learning opportunitiesExpand participation in arts and cultureFor more information and research on of MinnesotaCenter for Applied Researchand Educational ImprovementCollege of Educationand Human Development275 Peik Hall / 159 Pillsbury Dr.

3 , MN 55455-0208 Tel:612-624-0300 of TorontoOntario Institute forStudies in Education252 Bloor St. WestToronto, Ontario, Canada M5S 1V6 Tel:416-978-2011 Wallace FoundationTwo Park Avenue, 23rd FloorNew York, NY 10016 Tel:212-251-9711 Leithwood, Karen Seashore Louis, Stephen anderson and Kyla WahlstromReview of research How Leadership influences Student learningUniversity of MinnesotaCenter for Applied Researchand Educational ImprovementUniversity of TorontoOntario Institute forStudies in EducationCommissioned byThe Wallace FoundationLearning from Leadership ProjectOntario Institute for Studies inEducation at The University of TorontoThe Center for Applied Research and EducationalImprovement (CAREI)conducts studies that provide empiricalinformation about challenges confrontingschools and practices that lead to educationalimprovement.

4 To do our work evaluatingeducational change, CAREI marshals theresources of the College of Education andHuman Development and those of theUniversity of information on our programs, reports andresources, visit our Web Ontario Institute for Studies in Education at theUniversity of Toronto (OISE/UT)is the largest professional school of educationin Canada and among the largest in the offers initial teacher Education , continuingeducation, and graduate programs, all sustainedby faculty who are involved in research acrossthe spectrum of issues connected with visit our Web site for more Wallace FoundationThe Wallace Foundation is an independent,national private foundation established byDeWitt and Lila Acheson Wallace, the foundersof The Reader's Digest Association.

5 Its missionis to enable institutions to expand Learning andenrichment opportunities for all people. It doesthis by supporting and sharing effective ideasand achieve this mission, The WallaceFoundation has three objectives:Strengthen Education Leadership to improvestudent achievementImprove after-school Learning opportunitiesExpand participation in arts and cultureFor more information and research on of MinnesotaCenter for Applied Researchand Educational ImprovementCollege of Educationand Human Development275 Peik Hall / 159 Pillsbury Dr. , MN 55455-0208 Tel:612-624-0300 of TorontoOntario Institute forStudies in Education252 Bloor St. WestToronto, Ontario, Canada M5S 1V6 Tel:416-978-2011 Wallace FoundationTwo Park Avenue, 23rd FloorNew York, NY 10016 Tel.

6 212-251-9711 2004 University of MinnesotaCenter for Applied Researchand Educational ImprovementUniversity of TorontoOntario Institute forStudies in EducationCommissioned byThe Wallace FoundationLearning from Leadership ProjectKenneth Leithwood, Karen Seashore Louis, Stephen anderson and Kyla WahlstromExecutive summary How Leadership influences Student learningTMTMC enter for Applied Researchand Educational ImprovementExecutive summary | 3A review of research | 17 Successful school and district Leadership | 20 The concept of leadershipEvidence about Leadership effects on studentsThe basics of successful leadershipSuccessful superintendent leadershipSuccessful principal leadershipDistributed Leadership in districts and schoolsThe state | 30 Evolution of state approaches to school reformPolicy and culture contextA sense-making approach to studying state policy and its impactsThe district | 36A history of research on the district roleContemporary research on the district

7 RoleChallenges faced by districtsDistrict strategies for improving Student learningThe impact of district-wide reforms on teaching and learningStudent and family background | 46 Other stakeholders | 49 School conditions | 51 School structuresSchool cultureInstructional policies and practicesHuman resourcesClassroom conditions | 59 Class sizeTeaching loadsTeaching in areas of formal preparationHomeworkStudent groupingCurriculum and instructionTeachers | 64 Individual teacher qualities and mental modelsTeachers professional communityLeaders professional Learning experiences | 67 Formal programsLess-formal Learning experiencesConclusion | 70 References | 71 About the authors | 8787 Kenneth Leithwood is Professor of Educational Leadership and Policy atOISE/University of Toronto.

8 His research and writing about school Leadership ,educational policy and organizational change is widely known and respected byeducators throughout the English-speaking world. Dr. Leithwood has publishedmore than 70 refereed journal articles and authored or edited two-dozen Seashore Louis is Professor of Educational Policy and Administration atthe University of Minnesota, and past vice-president for Division A of theAmerican Educational Research Association. Her research focuses on schoolorganization and improvement, with a recent emphasis on teachers work andcreating more democratic school environments. Her books include Improvingthe Urban High School: What Works and Why (with Matthew B. Miles), Leadershipfor change and school improvement: International perspectives (with Kathryn Riley)and Organizing for School Change (in press).

9 Stephen anderson is an Associate Professor in the Department of Theory andPolicy Studies in Education at OISE/University of Toronto. His research andpublications feature case studies and evaluations of government, school districtand school-level efforts to develop teaching and Leadership capacity to improvestudent Learning in the United States, Canada, Africa and South Asia. He co-authored a recent research report for The Learning First Alliance on the schooldistrict role in improving teaching and Learning (Beyond Islands of Excellence)and edited and contributed to a book of case studies of school improvementprojects in East Africa, Improving Schools Through Teacher Wahlstrom is Director of CAREI at the University of Minnesota. Her researchfocuses on the impact of change initiatives on teaching and Learning , andleadership behavior in the work lives of teachers.

10 A former teacher and principal,Dr. Wahlstrom s findings on later start times for high schools have influencedschool policies across the United States. Her research has been featured in avariety of media, ranging from the Congressional Quarterly to Rolling StoneMagazine to Newsweek and PBS the authorsThis review of research also is available on our Web site: Leithwood, Karen Seashore Louis, Stephen anderson and Kyla WahlstromExecutive summary How Leadership influences Student learningEffective Education Leadership makes adifference in improving s nothing new or especiallycontroversial about that idea. What sfar less clear, even after several decadesof school renewal efforts, is just howleadership matters, how important thoseeffects are in promoting the Learning ofall children, and what the essentialingredients of successful Leadership solid evidence to answer thesequestions, those who have sought tomake the case for greater attention andinvestment in Leadership as a pathwayfor large-scale Education improvementhave had to rely more on faith than report by researchers from theUniversities of Minnesota and Torontoexamines the available evidence andoffers educators, policymakers and allcitizens interested in promotingsuccessful schools, some answers to thesevitally important questions.


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