Showing papers by "Kenneth Leithwood published in 1990"
TL;DR: This paper examined the practices of administrators in each of 12 schools which had developed highly collaborative professional relationships over a three year period in the context of school improvement initiatives and found that the feasibility of developing more collaborative school cultures in a relatively brief period of time and clarified the role played by the larger context for school improvement for fostering collaboration.
Abstract: Collaborative school cultures have been associated with the achievement of a number of school reform objectives for both teachers and students. Little is known, however, about how such cultures develop and whether or how school administrators can facilitate that process. This study examined the practices of administrators in each of 12 schools which had developed highly collaborative professional relationships over a three year period in the context of school improvement initiatives. Results suggest the feasibility of developing more collaborative school cultures in a relatively brief period of time and clarify the role played by the larger context of school improvement for fostering collaboration. Specific strategies used by the administrators are described. These strategies are associated with a concept of leadership termed “transformational”.
521 citations
TL;DR: In this paper, a review of 135 empirical studies conducted between 1974 and 1988 on the principalship is presented, which identifies aspects of the principal role about which much is known, approaches to research which appear to have exhausted their usefulness and areas in which further study seems likely to be of most value.
Abstract: Growing appreciation for the potential impact of principals on their schools has stimulated a significant body of research concerning the principalship. While many aspects of the principalship have been the object of study, it is often difficult to determine the relationship among these studies and how these studies, as a whole, contribute to a better understanding of the principalship. It is also difficult to judge which aspects of the principalship would provide the most productive focus for subsequent research. The review reported in this article addressed both sets of difficulties by analysing a total of 135 empirical studies conducted between 1974 and 1988; 60 of these studies were reported between 1985 and 1988 and received more attention than the earlier 75. Results of the analysis identify aspects of the principalship about which much is known, approaches to research which appear to have exhausted their usefulness and areas in which further study seems likely to be of most value. One major conclus...
212 citations
26 citations