2017
DOI: 10.1007/978-3-319-58850-6_9
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School Principals and Evidence Use: Possibilities and Problems for Preparation and Practice

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Cited by 2 publications
(7 citation statements)
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“…As part of this particular set of TL practices, however, evidence-based school management and outward-looking external leadership skills have received limited attention from principal-preparation programs as these topics were addressed in less than, respectively, 5 and 8% of course weeks in the core course syllabi (Hess & Kelly, 2007). If school principals acquired such data-driven analytical thinking skills beforehand by pre-service trainings, they were more likely to perform better in service in schools (Brooks et al, 2017). It is therefore recommended that education policy authorities consider data-driven thinking and decision-making competencies to take on board for pre-service principal training and development programs.…”
Section: Discussionmentioning
confidence: 99%
“…As part of this particular set of TL practices, however, evidence-based school management and outward-looking external leadership skills have received limited attention from principal-preparation programs as these topics were addressed in less than, respectively, 5 and 8% of course weeks in the core course syllabi (Hess & Kelly, 2007). If school principals acquired such data-driven analytical thinking skills beforehand by pre-service trainings, they were more likely to perform better in service in schools (Brooks et al, 2017). It is therefore recommended that education policy authorities consider data-driven thinking and decision-making competencies to take on board for pre-service principal training and development programs.…”
Section: Discussionmentioning
confidence: 99%
“…The prior literature clearly established that leadership figures prominently as a critical element of school capacity in general, as does the capacity for research use [8,59]. In fact, Brooks and colleagues argue that "the effective use of data/evidence and research to inform school improvement changes is now considered to be a foundational aspect of instructional principals' educational 'toolkit' [60] (p. 168)". Biddle and Saha [61] further explain that principals' influence on research use can be both indirect, by building school capacity, and direct, through their own use of research.…”
Section: Principal Contributions To Capacity For Research Usementioning
confidence: 99%
“…These findings are similar to Biddle and Saha's earlier study of U.S. and Australian principals, which found that most school leaders value educational research, are regularly exposed to and access information about educational research, and engage their schools in using that information [6]. Principals' own capacity can also influence schools' evidence use, through modeling, for example, as prior studies suggest principals "play a key role in nurturing or disrupting how research is used in schools depending on how they conceive of what constitutes valid evidence [44], cited [60]".…”
Section: Principal Contributions To Capacity For Research Usementioning
confidence: 99%
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