Need to Address Evidence-Based Practice in Educational Administration

Kowalski, Theodore J.

doi:10.1177/0013161x09333623

Cited by 19 publications

(14 citation statements)

References 81 publications

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“…It is clear that the relationship between the superintendent and the chairperson is of great importance for local school governing (c.f. James et al 2013 ;Kowalski 2009 ;Leibetseder 2011 ). The development of different assessment and international comparisons is also a question of balance between political or bureaucratic/managerial forms of accountability (c.f.…”

Section: Satisfaction Over School Resultsmentioning

confidence: 99%

School Boards in the Governance Process

Moos¹,

Paulsen²

2014

Educational Governance Research

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Aims and ScopeThis series presents recent insights in educational governance gained from research that focuses on the interplay between educational institutions and societies and markets. Education is not an isolated sector. Educational institutions at all levels are embedded in and connected to international, national and local societies and markets. One needs to understand governance relations and the changes that occur if one is to understand the frameworks, expectations, practice, room for manoeuvre, and the relations between professionals, public, policy makers and market place actors.The aim of this series is to address issues related to structures and discourses by which authority is exercised in an accessible manner. It will present fi ndings on a variety of types of educational governance: public, political and administrative, as well as private, market place and self-governance. International and multidisciplinary in scope, the series will cover the subject area from both a worldwide and local perspective and will describe educational governance as it is practised in all parts of the world and in all sectors: state, market, and NGOs.The series: -Covers a broad range of topics and power domains -Positions itself in a fi eld between politics and management/leadership -Provides a platform for the vivid fi eld of educational governance research -Looks into ways in which authority is transformed within chains of educational governance -Uncovers relations between state, private sector and market place infl uences on education, professionals and students Editorial Advisory Board:

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Section: Satisfaction Over School Resultsmentioning

confidence: 99%

School Boards in the Governance Process

Moos¹,

Paulsen²

2014

Educational Governance Research

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“…This is an era of greater accountability and transparency, with calls for linkages between programs and the impact of their graduates in the schools they serve (Kowalski, 2009). Additionally, the role of school leaders has changed dramatically.…”

Section: Content Analysis Of 2013 Spl Evaluation Proposalsmentioning

confidence: 99%

An Analysis of 2013 Program Evaluation Proposals for the School Leadership Preparation Program

Sanzo

2017

IJEPL

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This article presents a content analysis of the 2013 School Leadership Program (SLP) grants. SLP projects provide a unique opportunity for participants in the field to explore innovative leadership preparation and development and their impact on program participants, schools, school districts, and students. The article begins with an overview of the SLP, the changing field of leadership preparation, and current research in the field. Findings then reveal a range of evaluation tools, methods, and data, the presence of myriad evaluators participating in the projects, and little focus on external dissemination of program evaluation methods beyond the scope of the projects. Suggestions for research to extend the field are provided. Keywords Program evaluation; Leadership development

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“…Leaders in both general and special education, including administrators (Kowalski, 2009;McLeskey, Tyler, & Flippin, 2004), have made an effort to identify practices and predictors to help ensure students are receiving researchbased instruction in a variety of areas. In addition, recommendations have been identified for program evaluation research (Slavin, 2008).…”

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confidence: 99%

What High School Administrators Need to Know About Secondary Transition Evidence-Based Practices and Predictors for Students With Disabilities

2015

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In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and predictors, as well as providing examples of how school administrators can use the practices and predictors to help guide staff development and school policy.It has been well documented that youth with disabilities consistently experience poor post-school outcomes compared with their peers without disabilities. The National Longitudinal Transition Study-2 found youth with disabilities lag behind their peers in all post-school outcome areas including postsecondary education, independent living, and employment (Newman et al., 2011). Specifically, recent disability employment statistics indicate only 18% of individuals with disabilities participated in the labor

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Need to Address Evidence-Based Practice in Educational Administration

Cited by 19 publications

References 81 publications

School Boards in the Governance Process

School Boards in the Governance Process

An Analysis of 2013 Program Evaluation Proposals for the School Leadership Preparation Program

What High School Administrators Need to Know About Secondary Transition Evidence-Based Practices and Predictors for Students With Disabilities

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