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来源类型 | Publication |
New thinking about instructional leadership | |
Susanna Loeb; Eileen Horng | |
发表日期 | 2010 |
出版者 | Phi Delta Kappan |
出版年 | 2010 |
语种 | 英语 |
摘要 | School leaders matter for school success. Numerous studies spanning the past three decades link high-quality leadership with positive school outcomes. Recognition of the importance of school leadership has led to increased attention to recruiting and preparing school leaders. Many new principal preparation and development programs emphasize the role of principals as “instructional leaders.” This emphasis on instructional leadership was driven in large part by the effective schools movement of the 1970s and 1980s and has since been renewed because of increasing demands that school leaders be held accountable for student performance (Hallinger 2005). However, while broad agreement exists on the importance of instructional leadership, there is less consensus on what instructional leadership actually is. Some construe instructional leadership as synonymous with classroom observations and direct teaching of students and teachers. Informed by observations and interviews in hundreds of schools, we call for a different view of instructional leadership, one that includes broader personnel practices and resource allocation practices as central to instructional improvement. |
主题 | Teaching and Leadership Effectiveness |
子主题 | Leadership Quality ; Other |
URL | https://cepa.stanford.edu/content/new-thinking-about-instructional-leadership |
来源智库 | Center for Education Policy Analysis (United States) |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/491517 |
推荐引用方式 GB/T 7714 | Susanna Loeb,Eileen Horng. New thinking about instructional leadership. 2010. |
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文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
Kappan_leadership.pd(651KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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