Showing papers by "Kenneth Leithwood published in 2000"

The Effects of Transformational Leadership on Organizational Conditions and Student Engagement with School.

Abstract: Most school restucturing initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio‐psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large school district were used to explore the relative effects of transformational leadership practices on selected organizational conditions and student engagement with school. Results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.

Principal and Teacher Leadership Effects: A replication

Abstract: Survey data from an achieved sample of 1818 teachers and 6490 students in one large Canadian school district were used to explore the relative effects of principal and teacher leadership on student engagement with school. Results demonstrated greater effects on student engagement of principal as compared with teacher sources of leadership. The effects of principal leadership were weak but significant, whereas the effects of teacher leadership were not significant. Both forms of leadership were mediated by many of the same elements of the school organisation.

Educational accountability effects : an international perspective

Abstract: Volume 75, Number 4, 2001. Contents: K. Leithwood, L. Earl, Educational Accountability Effects: An International Perspective. Part I:Market-Driven Approaches to Accountability. R.R. O'Reilly, L. Bosetti, Charter Schools: The Search for Community. Part II:Decentralization Approaches to Accountability. K. Parker, K. Leithwood, School Councils' Influence on School and Classroom Practice. V. Robinson, H. Timperley, The Link Between Accountability and Improvement: The Case of Reporting to Parents. Part III:Professional Approaches to Accountability. R.E. Blum, Standards-Based Reform: Can it Make a Difference for Students? L. Earl, N. Torrance, Embedding Accountability and Improvement Into Large-Scale Assessment: What Difference Does it Make? Part IV:Management Approaches to Accountability. H. Raham, Cooperative Performance Incentive Plans. C. Kelley, S. Conley, S. Kimball, Payment for Results: The Effects of the Kentucky and Maryland Group-Based Performance Award Programs. R.T. Ogawa, E. Collom, Using Performance Indicators to Hold Schools Accountable: Implicit Assumptions and Inherent Tensions.

Understanding schools as intelligent systems

Abstract: List of contributors Preface Introduction: understanding schools as intelligent systems (K Leithwood) Developing the Intellectual Capacitites of Individuals and Teams District contributions to principals' situated learning (G Coffin, K Leithwood) School leadership teams: factors that influence their development and effectiveness (JH Chrispeels et al) Exploitation or exploration? Secondary school administrative team learning (A Scott) Building the Intellectual Capacities of Schools and Districts Conditions fostering organizational learning in schools (K Leithwood et al) Leadership, culture, and organizational learning (B Larson-Knight) Systems Thinking/Systems Changing(tm): a computer simulation for learning how to make schools smarter (P Hallinger et al) District approaches to capacity development in schools: a review of the possibilities (R Elliott) Organizational learning in educational policy systems (JG Cibulka) Diagnosing the extent of organizational learning capacity in schools (D Dibbon) Organizational Learning Effects The capacity for organizational learning: implications for pedagogical quality and student achievement (HM Marks et al) Leadership for organizational learning in Australian secondary schools (H Silins et al) The transformation of secondary schools into learning organizations (B Sheppard, J Brown) Conclusion: what we have learned about schools as intelligent systems (K Leithwood)

School Councils' Influence on School and Classroom Practice

Abstract: School councils are a prominent feature of most school restructuring initiatives, despite surprisingly little evidence about their contribution to school improvement. This study examined the influence, on both school and classroom practices, of an advisory form of school councils implemented in the province of Ontario in June 1996. Data from interviews with 50 people from 5 schools, selected for the range of council's influence, were used to address questions concerning the extent of council effects and the characteristics of relatively influential councils. Results indicated that councils had weak positive to negative influences on both schools and classrooms. More influential councils were characterized by their collaborative team approach with the school staff and their involvement in initiatives related to school improvement objectives. These councils were usually found in schools with a history of relatively extensive parental involvement in many forms. More influential councils had facilitative prin...

Identifying and Explaining the Consequences for Schools of External Accountability Initiatives or "What in the World Did You Think I Was Doing before You Came Along?".

Abstract: This study looks at the interview responses of teachers and administrators in five secondary schools in Ontario (Canada) to government-initiated accountability strategies. Several questions were posed: (1) What were the perceived effects of these strategies? (2) What motives did teachers and administrators ascribe to the government for introducing them to begin with? (3) How likely was it that teachers and administrators would consider such strategies a priority for implementation in their own setting? Results indicate that the majority of respondents attributed noneducational motives to the government, though a few teachers and almost half of the administrators saw motives they could support. Similar results were apparent concerning effects of the initiatives, effects considered to be mostly neutral or negative. These same data were also examined using a theory of motivation. Conditions shaping the motivation of respondents to make the best of the accountability initiatives in their schools were mostly negative. Results are summarized in Table 1 concerning context beliefs. (Contains 25 references.) (DFR) Reproductions supplied by EDRS are the best that can be made from the original document. Identifying And Explaining The Consequences For Schools Of External Accountability Initiatives