Principal Leadership Long-Term Indirect Effects on Learning Growth in Mathematics

Autor/inn/en	Dumay, Xavier; Boonen, Tinneke; Van Damme, Jan
Titel	Principal Leadership Long-Term Indirect Effects on Learning Growth in Mathematics
Quelle	In: Elementary School Journal, 114 (2013) 2, S.225-251 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/673198
Schlagwörter	Foreign Countries; Teacher Collaboration; Principals; Models; Longitudinal Studies; Mathematics Achievement; Achievement Tests; Predictor Variables; Elementary School Mathematics; Elementary School Students; Elementary School Teachers; Factor Analysis; Teacher Effectiveness; Instructional Leadership; Belgium + Suchen Sie Ihr Suchwort? Ausland; Lehrerkooperation; Principal; Schulleiter; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Prädiktor; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Faktorenanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Instruction; Leadership; Bildung; Erziehung; Führung; Belgien
Abstract	In both the school effectiveness and the educational administration literature, growing attention has been paid to the extent of principal leadership effects and the means by which they affect school performance. The main goal of this study is to estimate the effects of principal leadership on students' achievement growth in mathematics over a period of 6 years. Results from multilevel latent growth show that the impact of principal leadership on students' achievement growth is mediated by teacher collaboration and collective efficacy. (Contains 2 notes, 8 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10