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首页> 外文期刊>Leadership and Policy in Schools >Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development
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Elementary School Principals' Learning-Centered Leadership and Educational Outcomes: Implications for Principals' Professional Development

机译：小学校长以学习为中心的领导能力和教育成果：对校长专业发展的启示

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This article arises from research in one school district (utilizing the Vanderbilt Assessment of Leadership in Education, VAL-ED) into the relationships among the perceptions of elementary school leaders of their learning-centered leadership, and student achievement on state-mandated tests of reading in Virginia. Beyond the percentage of students receiving free/reduced lunch, two core components of learning-centered leadership (“rigorous curriculum,” and, to a lesser extent, “performance accountability”) significantly improved the hierarchical multiple linear regressions of core components on reading scores. This study supports the professional development of principals based on the assessment of their learning-centered leadership behaviors.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/15700760903511798
机译：本文来自一个学区的研究（利用范德比尔特（Vanderbilt）的教育领导力评估，VAL-ED），研究了小学校长对其以学习为中心的领导力的看法与州要求的阅读测试中的学生成绩之间的关系在弗吉尼亚州。除了获得免费/减少午餐的学生百分比之外，以学习为中心的领导力的两个核心组成部分（“严格的课程”，在较小程度上还包括“绩效责任制”）显着改善了分层多元线性核心成分对阅读分数的回归。这项研究基于对以学习为中心的领导行为的评估，为校长的专业发展提供了支持。查看全文下载全文相关变量，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/15700760903511798

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