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Browsing by Author "Leithwood, Kenneth"

Now showing 1 - 4 of 4
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    Executive Summary: Review of Research: How Leadership Influences Student Learning
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2004) Leithwood, Kenneth; Seashore, Karen; Anderson, Stephen; Wahlstrom, Kyla; Center for Applied Research and Educational Improvement
    The executive summary for a report that examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to the questions: How leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. This research is part of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York) examining the effect of educational leadership on student achievement. The results of this study describe the nature of successful leadership practices at the state, district and school levels. The study is also identifying how those practices shape instructional behaviors of teachers which ultimately lead to improved student learning.
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    Investigating the Links to Improved Student Learning: Executive Summary of Research Findings
    (The Wallace Foundation, 2010) Wahlstrom, Kyla; Seashore, Karen; Leithwood, Kenneth; Anderson, Stephen
    Educational leadership can have strong, positive, although indirect, effects on student learning. The full report of our study—Learning from Leadership: Investigating the Links to Improved Student Learning—provides evidence and analyses to substantiate this claim. As well, our study also unpacks how such leadership has these strong positive effects. Leaders in education—including state-level officials, superintendents and district staff, principals, school board members, teachers and community members enacting various leadership roles—provide direction for, and exercise influence over, policy and practice. Their contributions are crucial, our evidence shows, to initiatives aimed at improving student learning.
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    Investigating the Links to Improved Student Learning: Final Report of Research Findings
    (The Wallace Foundation, 2010) Seashore, Karen; Leithwood, Kenneth; Wahlstrom, Kyla; Anderson, Stephen
    Educational leadership can have strong, positive, although indirect, effects on student learning. The full report of our study—Learning from Leadership: Investigating the Links to Improved Student Learning—provides evidence and analyses to substantiate this claim. As well, our study also unpacks how such leadership has these strong positive effects. Leaders in education—including state-level officials, superintendents and district staff, principals, school board members, teachers and community members enacting various leadership roles—provide direction for, and exercise influence over, policy and practice. Their contributions are crucial, our evidence shows, to initiatives aimed at improving student learning.
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    Review of Research: How Leadership Influences Student Learning
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2004) Leithwood, Kenneth; Seashore, Karen; Anderson, Stephen; Wahlstrom, Kyla; Center for Applied Research and Educational Improvement
    This report examines the available evidence and offers educators, policymakers and all citizens interested in promoting successful schools, some answers to the questions: How leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are This research is part of a 5-year, $3.5 million research project funded by the Wallace Foundation (New York) examining the effect of educational leadership on student achievement. The results of this study describe the nature of successful leadership practices at the state, district and school levels. The study is also identifying how those practices shape instructional behaviors of teachers which ultimately lead to improved student learning.