Leadership, curriculum, instruction, and accountability scores : evidence from Kentucky scholastic audits.

McKinney,; Lonnie, E

doi:10.18297/etd/953

Cited by 2 publications

(26 citation statements)

References 21 publications

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“…The purpose ofKRS 156.101 was to "encourage and require the development of effective instructional leadership" (ElLA, 2006, p. 3) and assigned responsibility to the Kentucky Board of Education to "prescribe criteria for the training program" (ElLA, p. 3). The KAR 3:325 identifies requirements of ElLA including that "the content of programs approved for instructional leadership credit must consist of specific competencies which have applicability for improving the effectiveness of the decisions and activities made for their schools (McKinney, 2007).…”

Section: Educational Leadershipmentioning

confidence: 99%

“…This confusion raised many questions and fostered opposition in certain areas (McKinney, 2007). State leaders quickly realized that a new type of school administration would be needed to guide reform policy.…”

Section: District Level Performance Descriptions and Glossary For Kenmentioning

confidence: 99%

“…The audits provide a glimpse into how schools were progressing toward meeting the goal of proficiency by 2014, indicating how schools with a low Accountability Index differ from schools with a high Accountability Index. These records constitute a rich description of the inner workings of a school, both good and bad, and provide diagnostic evidence that can be utilized as the basis of focused, prescriptive school improvement efforts (McKinney, 2007).…”

Section: The Scholastic Audit Is Based Directly On the Standards And mentioning

confidence: 99%

“…First, although there has been considerable work on the notion of mediated instructional leadership, there are few empirical tests of this model. Significant exceptions to this are the work of B. C. Ennis (2007), McKinney (2007), and Owings, Kaplan, and Nunnery (2005).…”

Section: And the Standards And Indicators For Schoolmentioning

confidence: 99%

“…Understanding the extent to which these three components affect school success would represent a significant step in interpreting instructional leadership effectiveness, particularly under the auspices of the value-added assumptions being tested (L. S. Miller, 1992). To date this approach has been tested empirically through a series of dissertations that have focused on SISI as measured by the Scholastic Audit--three completed at the elementary level (B. C. Ennis, 2007;McKinney, 2007;Saravia, 2008) with another in progress (Harvey). Regarding the work on Scholastic Audits, three specifically test a mediated model of school leadership: (a) McKinney; (b) B. C. Ennis; and (c) Harvey.…”

Section: And the Standards And Indicators For Schoolmentioning

confidence: 99%

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Leadership, curriculum, instruction, and accountability scores : evidence from Kentucky scholastic audits.

Todd¹

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Section: Educational Leadershipmentioning

confidence: 99%

Section: District Level Performance Descriptions and Glossary For Kenmentioning

confidence: 99%

Section: The Scholastic Audit Is Based Directly On the Standards And mentioning

confidence: 99%

Section: And the Standards And Indicators For Schoolmentioning

confidence: 99%

Section: And the Standards And Indicators For Schoolmentioning

confidence: 99%

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Leadership, curriculum, instruction, and accountability scores : evidence from Kentucky scholastic audits.

Todd¹

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Mathematics achievement : the impact of America's choice in Kentucky's schools.

Upton¹

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my son and friend who encouraged and supported me during my coursework, and Norman Devoye Upton, my husband, friend, and companion who gave me invaluable support and encouragement during the writing process. III ACKNOWLEDGEMENTS The completion of a dissertation is not an easy task and is in no way accomplished without the patience, support, understanding, and encouragement of many people. Without these elements in place, it is hard to reach the end successfully. I am forever indebted to those who were there for me along this journey. First of all, I would like to thank God who blessed me with determination, drive and persistence to complete any task and achieve my goals no matter what odds or obstacles may appear in my path. Secondly, I would like to thank Dr. Stephen Miller, my dissertation chair, for his dedication, guidance, knowledge and leadership. His patience and support was the anchor that kept me on course and moving towards completion. He patiently guided me along the path of discovering the writer hidden within. I would also like to thank my methodologist, Dr. Kyong Hee Chon for her statistical support and knowledge that added strength to my study. I also owe a debt of gratitude to my other committee members Drs. Bud Schlinker, Elizabeth B. Patton, and Jennifer Bay-Williams for their valuable time and input throughout the writing process. Thirdly, lowe much gratitude to family and friends who supported and encouraged me throughout the various stages of the doctoral process. Thanks for your patience and understanding as I retreated from activities and spent time working. Last but not least, I would like to thank all of my English language learners who entered my classroom. They inspired me to always soar higher and begin this journey.

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Leadership, curriculum, instruction, and accountability scores : evidence from Kentucky scholastic audits.

Cited by 2 publications

References 21 publications

Leadership, curriculum, instruction, and accountability scores : evidence from Kentucky scholastic audits.

Leadership, curriculum, instruction, and accountability scores : evidence from Kentucky scholastic audits.

Mathematics achievement : the impact of America's choice in Kentucky's schools.

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