Showing papers by "Kenneth Leithwood published in 1988"
TL;DR: In this article, the authors looked for such reasons in the context of the implementation of a special education policy in the province of Ontario and identified the major factors influencing principals' implementation activities and explored such variables as previous training and patterns of practice.
Abstract: What principals do and the effects they have on schools have been the object of much research over the past decade. Because some patterns of principals' practices have been demonstrated to have considerable impact on schools, it seems important to better understand the reasons for what principals do. The two studies reported in this paper looked for such reasons in the context of the implementation of a special education policy in the province of Ontario. We asked what “factors” influenced the policy implementation activities of principals. Study one data were collected through lengthy interviews with 23 elementary and secondary principals; study two data were provided by 114 principals in response to a questionnaire. Results identified the major factors influencing principals' implementation activities and explored such variables as previous training and patterns of practice. The study suggests that school boards have the option of fostering more or less autonomous, “empowered” patterns of school...
32 citations
01 Apr 1988
TL;DR: Stager and Olhciai as discussed by the authors examined one problem-solving dimension (flexibility) as related to relatively unstructured and messy problems and found that there was strong evidence of cognitive flexibility, expressed in "opportunistic" planning approaches to problem solving.
Abstract: While researchers can describe how some effective principals perform in some situations, little is known about what shapes their practice and what meaning they find in such practice. This report is part of a larger series exploring principals' problem-solving stratLgies and thought processes. This paper examines one problem-solving dimension (flexibility) as related to relatively unstructured and messy problems. The hypotheses were that (1) principals' problem-solving would demonstrate many of the same flexibility and inflexibility attributes found in problem-solving used by workers in other domains; and (2) principals demonstrating overt practices judged as highly effective would demonstrate greater problem-solving flexibility than their less effective peers. The study interviewed 22 elementary school principals (1 female, 21 male) in subsets over a 2-year period; 6 were designated as "expert" by the principals' own boards and through extensive interviewing. Results showed that several inferential "errors" (or inflexibthties) influenced by cognitive factors were made, including overweighting vividness or importance, generalizing from a small or biased sample, and overuse and misuse of theories. Inflexibility asociated with motivational influences or the principals' mood were also common. Among certain principals, there was strong evidence of cognitive flexibility, expressed in "opportunistic" planning approaches to problem-solving. "Expert" principals avoided errors, controlled their moods, and responded to opportunities in the situation. Non experts made errors, were unable to control their moods, and were less opportunistic in the problem setting. Included are a table summarizing inflexibility and flexibility elements and 18 references. (MLH) ********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFOR ATION CENTER IERICI A.Ths 00 ument haS been reproduced as reCe,veo from the person or Orgasilaticn CD orvnatng d M.nOr changes have been made to improve (NJ reproduCtOn quality CrN Points ct ce or opir,OnS stated in INS dOcu mein do nnt nereSsarIv reOreSent Olhciai (1""i OE RI 00510" of policy CD re% W -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Cognitive Flexibility and Inflexibility in Principals' Problem Solving Mary Stager and Kenneth A. Lethwood Centre toi Principal Development The Ontario Institute for Studies in Education 252 Moor Street West Toronto. Ontario, Canada (416) 923-6641
15 citations
TL;DR: In this paper, the nature and extent of CAs' influence on selected factors contributing to student growth in schools was investigated. And the authors found extensive perceived influence of chief education officers on school system factors through the use of a broad array of influence strategies.
Abstract: Four questions guided this study of chief education officers: What is the nature and extent of their influence on selected factors contributing to student growth in schools? Is there a relationship between types of influence strategies used by chief education officers and the extent of their influence? What achievements are attributed to chief education officers? How might chief education officers increase their influence on education? Data to address these questions were collected in Ontario through a survey carried out with 69 chief education officers and a total of 762 other respondents in five other roles. Results indicate extensive perceived influence of chief education officers on school system factors through the use of a broad array of influence strategies. Specific implications for improved practice are identified.
6 citations