A New Agenda for Research in Educational Leadership by William A. Firestone, Carolyn Riehl

By William A. Firestone, Carolyn Riehl

This booklet, the fabricated from the duty strength on learn co-sponsored via the yank academic learn organization department A and the collage Council for academic management, units an bold time table for examine in academic management. renowned students within the box evaluation present wisdom approximately management, body new inquiries to generate very important examine within the box, and direct researchers and policymakers to reconsider how academic management, management, and coverage might be understood. masking a large variety of subject matters, from responsibility platforms and school–community relationships to the schooling of scholars from various backgrounds, the authors post present learn to serious scrutiny with the intention to enhance frameworks for brand new examine that could have an important effect on coverage and perform.

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Extra info for A New Agenda for Research in Educational Leadership (Critical Issues in Educational Leadership Series)

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Copyright © 2005 by Teachers College, Columbia University. All rights reserved. ISBN 0-8077-4630-4 (cloth). , Danvers, MA 01923, USA, tel. (978) 750-8400. 28 What Can Researchers on Educational Leadership Learn from Teaching? 29 provement of student learning (Chapter 2, this volume; Murphy, 2001). Yet past research in educational leadership is silent on how students learn, how teachers can help students learn, and—most important—how educational leaders can help both students and teachers to learn.

2002; Spillane, Halverson, & Diamond, 2001). Empirical evidence concerning the nature and effects of distributed leadership is at an early stage of development, but research activity in this area is on the rise. Wilson and Corcoran (1988) observed that in the successful secondary schools they studied, the source for leadership shifted as problems and issues shifted. Similarly, Spillane et al. (2001) found that the configuration of distributed leadership in high-poverty elementary schools differed depending on the curriculum area.

Brophy & Good, 1986; Rosenshine & Stevens, 1986). For 30 A New Agenda for Research in Educational Leadership researchers in educational administration, this involves the examination of relationships between what principals do and student outcomes (Pitner, 1988). We then consider the mediational paradigms that have developed in both fields to fill in the “black box” of processes that lie between what a teacher or principal does and what students learn. In the section on teaching research, we focus primarily on the cognitive mediational model.

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