東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Improving school leadership : = the ...

Augustine, Catherine H., (1968-)

FindBook

Google Book

Amazon

博客來

Improving school leadership : = the promise of cohesive leadership systems /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Improving school leadership :/ Catherine H. Augustine ... [et al.].
其他題名:	the promise of cohesive leadership systems /
其他作者:	Augustine, Catherine H.,
出版者:	Santa Monica, CA :RAND, : 2009.,
面頁冊數:	xxviii, 150 p. ;26 cm.
附註:	"This study was conducted by RAND Education"--Pref.
標題:	Educational leadership - United States. -
ISBN:	9780833048912

Improving school leadership : = the promise of cohesive leadership systems /
Improving school leadership :the promise of cohesive leadership systems /Catherine H. Augustine ... [et al.]. - Santa Monica, CA :RAND,2009. - xxviii, 150 p. ;26 cm.

"This study was conducted by RAND Education"--Pref.

Includes bibliographical references.

Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.

ISBN: 9780833048912US32.00

LCCN: 2009045738Subjects--Topical Terms:

524904
Educational leadership
--United States.

LC Class. No.: LB2805 / .I4367 2009

Dewey Class. No.: 371.200973

Improving school leadership : = the promise of cohesive leadership systems /
LDR:02512cam 2200241 a 450 001 863502
003 DLC
005 20100517145724.0
008 091029s2009 cau b 000 0 eng
010 $a 2009045738
020 $a 9780833048912 $b (pbk.): $c US32.00
020 $a 0833048910 $b (pbk.)
035 $a 00510200
040 $a DLC $c DLC $d DLC $d IXA $d NSB $d YDX
043 $a n-us---
050 0 0 $a LB2805 $b .I4367 2009
082 0 0 $2 22 $a 371.200973
245 0 0 $a Improving school leadership : $b the promise of cohesive leadership systems / $c Catherine H. Augustine ... [et al.].
260 $a Santa Monica, CA : $c 2009. $b RAND,
300 $a xxviii, 150 p. ; $c 26 cm.
500 $a "This study was conducted by RAND Education"--Pref.
504 $a Includes bibliographical references.
520 $a Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.
650 0 $a Educational leadership $z United States. $3 524904
650 0 $a School management and organization $z United States. $3 524901
650 0 $a Educational change $z United States. $3 524902
650 0 $a School principals $z United States. $3 529627
650 0 $a Public schools $z United States. $3 527592
650 0 $a Education and state $z United States. $3 526853
700 1 $a Augustine, Catherine H., $d 1968- $3 1031574
710 2 $a Rand Education (Institute) $3 541823
809 $d LB2805 $e I4367 $p BOOK $y 2009