The purpose of this study is to investigate the influence of distributed leadership (DL) on school effectiveness (SE) in junior secondary schools in Katsina State, Nigeria. The study also investigates if teachers’ commitment (TC) mediates the relationship between DL and SE.
Ali, H. M., & Yangaiya, S. A. (2015). Investigating the influence of distributed leadership on school effectiveness: A mediating role of teachers’ commitment. Journal of Educational and Social Research, 5(1), 163–174.
State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs.
American Association of State Colleges and Universities (AASCU). (2006). Teacher induction programs: Trends and opportunities. Policy Matters, 3(10), 1–4.
This paper seeks to estimate the effect that Career Leader (CL) program has had on teachers’ career decisions, specifically their decisions to stay in a specific school district or to remain in the teaching field.
Booker, K., & Glazerman, S. (2009). Effects of the Missouri Career Ladder program on teacher mobility. Washington, DC: Mathematica Policy Research. https://files.eric.ed.gov/fulltext/ED507470.pdf
The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.
Bromberg, M. (2016). Achieving Equitable Access to Strong Teachers: A Guide for District Leaders. Education Trust.
In this chapter of "Distributed leadership: Different perspectives" the authors take a small step towards addressing such questions by investigating the association between the distribution of leadership to teachers and instructional change in schools.
Camburn, E., & Han, S. W. (2009). Investigating connections between distributed leadership and instructional change. In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 25–45). Dordrecht, Netherlands: Springer.
This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.
Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
Through real-life single and multiple case studies, This book addresses how principals and their staffs struggle with the challenge of shared leadership, how they encourage teacher growth and development, and how shared leadership can lead to higher levels of student learning.
Chrispeels, J. H. (Ed.). (2004). Learning to lead together: The promise and challenge of sharing leadership. Thousand Oaks, CA: SAGE Publications.
Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process
Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.
The authors study the mal-distribution of teachers and examine its causes then describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces.
Darling-Hammond, L., and Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33), 1–55.
Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.
Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. In M. Murphy, S. Redding, and J. Twyman (Eds). Handbook on Innovations in Learning, 31. Charlotte, NC: Information Age Publishing
Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.
Detrich, R., Keyworth, R. & States, J. (2010). Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs. Journal of Evidence-Based Practices for Schools, 11(1), 4-29.
This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.
Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30-46.
The publication of this report marks the 65th anniversary of Brown v. Board of Education, the landmark U.S. Supreme Court case declaring racial segregation in public schools unconstitutional. This report shows that the growth of racial and economic segregation that began then has now continued unchecked for nearly three decades, placing the promise of Brown at grave risk. Research shows that segregation has strong, negative relationships with the achievement, college success, long-term employment and income of students of color.
Frankenberg, E., Ee, J., Ayscue, J. B., & Orfield, G. (2019). Harming our Common Future: America's Segregated Schools 65 Years after Brown.
The every student succeeds act (ESSA), passed into law in 2015, explicitly prohibits the federal government from creating incentives to set national standards. The law represents a major departure from recent federal initiatives, such as Race to the Top, which beginning in 2009 encouraged the adoption of uniform content standards and expectations for performance.
Hamlin, D., & Peterson, P. E. (2018). Have states maintained high expectations for student performance? An analysis of 2017 state proficiency standards. Education Next, 18(4), 42-49.
Total public and private elementary and secondary school enrollment was 55 million in fall
2011, representing a 5 percent increase since fall 1997 (table 1). Between fall 2011, the last
year of actual public school data, and fall 2022, a further increase of 6 percent is expected.
Hussar, W. J., & Bailey, T. M. (2014). Projections of Education Statistics to 2022. NCES 2014-051. National Center for Education Statistics.
The No Child Left Behind (NCLB) Act has been languishing for years, and Congress may now end up rewriting the law to fix its many flaws. However, it's now been discredited to the point that almost all states now receive waivers that allow them to miss key elements of the law without any punishments.
Jackson, A. (3). big ways No Child Left Behind failed. Business Insider, 25.
This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.
Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45-61.
This article elaborate on a topic "What to expect in Common Core immediate political future". Here, they discuss four key challenges that CCSS will face between now and the end of the year. Common Core is now several years into implementation. Supporters have had a difficult time persuading skeptics that any positive results have occurred. The best evidence has been mixed on that question. The political challenges that Common Core faces the remainder of this year may determine whether it survives.
Loveless, T. (2016). Common Core’s Major Political Challenges for the Remainder of 2016. Brookings Institute. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2016/03/30/common-cores-major-political-challenges-for-the-remainder-of-2016/
The purpose of this chapter was to trace the place of “social justice” in the field's discourse since the early 1960s, the decade in which the first academic journals of the field appeared. More specifically, the chapter aims at (1) presenting the emergence of “social justice” as an area of study in the field's journals from a historical perspective and (2) analyzing the major topics related to this area of study and its types of publication.
Oplatka, I. (2014). The place of “social justice” in the field of educational administration: A journal-based historical overview of emergent area of study. In I. Bogotch & C. M. Shields (Eds.), International handbook of educational leadership and social (in)justice (pp. 15–35). Dordrecht, Netherlands: Springer.
A review of school effectiveness literature is presented in this paper. Research studies and other literature on this topic are examined, including case studies, surveys and evaluations, studies of program:implementations, and organizational theories of schools and other institutions.
Purkey, S. C., & Smith, M. S. (1983). Effective schools: A review. Elementary School Journal, 83(4), 427–452. https://files.eric.ed.gov/fulltext/ED221534.pdf
This article sketches out a framework for inclusive leadership. As one of the constellation approaches to leadership and social justice, inclusive leadership is concerned first and foremost with inclusion, both in its processes and the ends for which it strives.
Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools, 5(1), 3–17. https://tspace.library.utoronto.ca/bitstream/1807/32335/1/RyanFinal.Inclusive%20Leadership%20and%20Social%20Justice%20for%20schools.pdf
The bulk of the study is dedicated to an analysis of the empirical research literature on leadership effects. This includes the presentation of results from an earlier meta-analysis carried out by the authors, a summary of other meta-analyses, and a new meta-analysis based upon 25 studies carried out between 2005 and 2010.
Scheerens, J. (Ed.). (2012). School leadership effects revisited: Review and meta-analysis of empirical studies. Dordrecht, Netherlands: Springer.
The authors use principals’ self-ratings to construct typologies of effectiveness in both domains and compare their relationship to student achievement. Results show that principals view themselves as either strong or weak on instructional leadership and organizational management skills simultaneously. They also find that learning gains vary significantly across the principal profiles.
Sebastian, J., Allensworth, E., Wiedermann, W., Hochbein, C., & Cunningham, M. (2019). Principal leadership and school performance: An examination of instructional leadership and organizational management. Leadership and Policy in Schools, 18(4), 591–613. https://www.tandfonline.com/doi/pdf/10.1080/15700763.2018.1513151?needAccess=true
This 4-year longitudinal study, funded by the National Science Foundation and the Spencer Foundation, is designed to make the “black box” of leadership practice more transparent through an in-depth analysis of leadership practice. This research identifies the tasks, actors, actions, and interactions of school leadership as they unfold together in the daily life of schools.
Spillane, J., Halverson, R., & Diamond, J. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23–28. http://dm.education.wisc.edu/rrhalverson/intellcont/SpillaneHalversonDiamond%20ER-1.pdf
Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.
Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3–34. https://www.researchgate.net/publication/233013775_Towards_a_theory_of_leadership_practice_A_distributed_perspective
Based on a synthesis of unpublished transformational school leadership (TSL) research completed during the last 14 years, this study inquired into the nature of TSL and its effects on student achievement using review methods including standard meta-analysis and vote-counting techniques.
Sun, J., & Leithwood, K. (2012). Transformational school leadership effects on student achievement. Leadership and Policy in Schools, 11(4), 418-451.
This report describes the Consortium for Policy Research in Education’s mixed-method evaluation of the Distributed Leadership (DL) project. The evaluation featured a cluster randomized control trial, where schools first agreed to participate in the study and then were chosen by lottery to participate in the DL project or serve in the comparison group. Overall there were 16 DL schools and 21 comparison sites in the evaluation.
Supovitz, J., & Riggan, M. (2012). Building a foundation for school leadership: An evaluation of the Annenberg Distributed Leadership Project, 2006–2010. Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania. https://repository.upenn.edu/cgi/viewcontent.cgi?article=1013&context=cpre_researchreports
A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership.
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1033.662&rep=rep1&type=pdf
The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations.
Tian, M., & Huber, S. G. (2019). Mapping educational leadership, administration and management research 2007–2016. Journal of Educational Administration, 58(2), 129–150.
This article provides a meta-analysis of research conducted on distributed leadership from 2002 to 2013. It continues the review of distributed leadership commissioned by the English National College for School Leadership (NCSL) which identified two gaps in the research during the 1996–2002 period.
Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus. Educational Management Administration and Leadership, 44(1), 146–164.
Latent class analysis (LCA) was used to identify different types of principals across the U.S. The authors analyzed the 1999-2000 Schools and Staffing Survey as it presents a unique opportunity to study the different types of U.S. principals since it contains leadership measures not found in other national surveys or administrations. A final sample of 7,650 public schools and principals were included in the analysis.
Urick, A., & Bowers, A. J. (2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly, 50(1), 96–134. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1031.4904&rep=rep1&type=pdf
This quantitative meta-analysis examines impact of the principal's leadership on student achievement.
Witziers, B., Bosker, R. J., & Kr�ger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational administration quarterly, 39(3), 398-425.