Variance and Context Differences in Teaching at Differentially Effective Schools

Virgilio, Irene; Teddlie, Charles; Oescher, Jeffrey

doi:10.1080/0924345910020206

Cited by 31 publications

(2 citation statements)

References 12 publications

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“…The greatest differences in the profiles of instructional leadership tasks according to the set of predictors in this study are between principals in high-achieving elementary schools and low-achieving high schools (see Figure 1). Consistent with Virgilio, Teddlie, and Oescher's (1991) study of teaching practices in differentially effective elementary and junior high schools, it is apparent from the results that secondary school principals do not allocate the same amount of time to most of the instructional leadership tasks in the model, whether in high-or low-achieving schools. These differences related to school level need to be studied further.…”

Section: Implications For Increasing Schoolsupporting

confidence: 70%

Principals’ Instructional Leadership and School Performance: Implications for Policy Development

Heck

1992

Educational Evaluation and Policy Analysis

105

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Currently, many districts and states are pursuing reforms that focus on holding principals accountable for school performance. While effective schools research has established that strong principal leadership affects school academic achievement at least indirectly, this relationship is more complex than originally thought. Personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leadership and school outcomes. This article presents data from a study to determine whether principal instructional leadership is predictive of school outcomes and discusses the implications of the research for developing school improvement strategies.

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Section: Implications For Increasing Schoolsupporting

confidence: 70%

Principals’ Instructional Leadership and School Performance: Implications for Policy Development

Heck

1992

Educational Evaluation and Policy Analysis

105

View full text Add to dashboard Cite

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“…Murphy cogently explained the observed relationship between school and teacher effects (Teddlie, Kirby & Stringfield, 1989;Virgilio, Teddlie & Oescher, 1991) when he noted:…”

mentioning

confidence: 99%

School Effectiveness: Research, Policy and Practice

Reynolds¹,

Cuttance²

1993

School Effectiveness and School Improvement

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A History of School Effectiveness and Improvement Research in the USA Focusing on the Past Quarter Century

Teddlie¹,

Stringfield²

Springer International Handbooks of Education

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Variance and Context Differences in Teaching at Differentially Effective Schools

Cited by 31 publications

References 12 publications

Principals’ Instructional Leadership and School Performance: Implications for Policy Development

Principals’ Instructional Leadership and School Performance: Implications for Policy Development

School Effectiveness: Research, Policy and Practice

A History of School Effectiveness and Improvement Research in the USA Focusing on the Past Quarter Century

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