Leadership characteristics and practices in schools with different effectiveness and improvement profiles
Leadership characteristics and practices in schools with different effectiveness and improvement profiles
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具有不同成效和改进情况的学校的领导特征和实践
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
P. Mehta
中科院分区：
文献类型：
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作者：
Q. Gu;P. Sammons;P. Mehta
本文概述了儿童、学校和家庭部（DCSF;原DfES）资助的纵向混合方法研究中采用的研究设计的定量特征，该研究旨在调查学校领导对学生成绩的影响。它概述了国家评估和考试数据集的定量分析方法，用于确定一个高度有效和改进的学校样本，以供进一步调查。从校长和主要工作人员的调查答复的中期分析的结果的一些例子突出了有关的模式，学校的改进小组的领导实践。将学校分为三个不同的改进和有效性组，揭示了某些特征和做法在统计和教育上的重大差异。学校情境与学校改进团体、校长任职时间之间存在重要关系。
This paper provides an overview of the quantitative features of research design adopted in the Department for Children, Schools and Families (DCSF; formerly DfES) funded, longitudinal mixed method study intended to investigate the impact of school leadership on pupil outcomes. It outlines the way quantitative analyses of national assessment and examination datasets have been used to identify a sample of highly effective and improving schools for further investigation. Some examples of the findings from the interim analyses of survey responses by headteachers and key staff are highlighted in relation to patterns of leadership practices of the improvement group of the school. The categorisation of schools into three distinctive improvement and effectiveness groups reveals statistically and educationally significant differences in certain features and practices. There are important relationships between school context and the school improvement group, and between school context and headteachers’ time in post.