The Direct Effects of Principal–Student Discussions on Eighth Grade Students’ Gains in Reading Achievement

Abstract

Purpose: School effectiveness and instructional leadership research over the past 30 years has largely concluded that principal effects on student achievement are small and indirect. It has been assumed that the principal effect is important but mediated through other school factors. Findings: This experimental study found that one-on-one discussions between a principal and a nonproficient student that focused on the student's 2008 reading score and a goal for his or her 2009 reading score had a direct and significant effect on the student's subsequent reading achievement gains on a state reading test. Students in the experimental condition who held discussions with a principal prior to the state reading test showed reading gains significantly larger than students in the control condition who had their discussions after the state reading test. The randomly assigned participants (20 in the experimental condition and 21 in the control condition) were 41 of the 66 eighth grade students who made up the entire nonproficient population of a large Article

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“…America's new accountability-oriented frameworks placed responsibility for student learning results squarely on the shoulders of principals (Hallinger 2011b;Hallinger and Murphy 2012;Neumerski 2012;Nettles and Herrington 2007;Leithwood 2001;Schoen and Fusarelli 2008;Silva et al 2011). This, for example, resulted in policies that mandated comprehensive systems of teacher and principal training and evaluation that raised the bar in terms of standards of performance (Leithwood 2001;Murphy and Shipman 2003;Silva et al 2011). Race to the Top mandated the replacement of principals (and teachers) in schools that fail to demonstrate annual improvements in learning results for students.…”

“…These models proposed that school principals achieved their impact on student learning by motivating and influencing teacher practice. This proposition influenced research conducted during the succeeding decade (e.g., see Bryk et al 2009;Heck 2010, 2011a, b;Lee 2013, 2014;Heck and Hallinger 2009Krüger et al 2007;Knapp et al 2009;Lindberg and Vanyushyn 2013;Marks and Printy 2003;Mulford and Silins 2009;Nettles and Herrington 2007;Neumerski 2012;Opdenakker and Van Damme 2007;Printy et al 2009;Silva et al 2011;Spillane 2006;Wahlstrom and Louis 2008;Wiley 2001).…”

Examination of the Relationships between Academic Achievement and the Variables at the Levels of School and Students in Secondary Schools: Two-Level Path Analysis

“…Ayrıca bu çalışmada sadece dolaylı ilişkiler incelenmiştir. Bazı araştırmacılar, okul müdürünün öğrencilerle birlikte çalışma yaparak onların başarılarını doğrudan etkilediğini gösterir kanıtlar sunmuştur (Gentilucci ve Muto, 2007;Silva, White ve Yoshida, 2011). Bu kapsamda okul müdürü ile öğrenci başarısı arasındaki doğrudan ilişkiyi inceleyen çalışmalar tasarlanabilir.…”

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

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