Showing papers by "Kenneth Leithwood published in 2004"

Review of Research: How Leadership Influences Student Learning

Abstract: Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson, and Kyla Walstrom. Review of Research: How Leadership Influences Student Learning. Published by the Center for Applied Research and Educational Improvement and the Ontario Institute for Studies in Education, 2004. 87 pages. Both this report and an executive summary can be downloaded at www.wallacefoundation.org/WF/KnowledgeCenter/KnowledgeTopics/EducationLeadership/ HowLeadershipInfluencesStudentLearning.htm

Strategic leadership for large‐scale reform: the case of England's national literacy and numeracy strategy

Abstract: Both ‘strategic’ and ‘distributed’ forms of leadership are considered promising responses to the demands placed on school systems by large‐scale reform initiatives. Using observation, interview and survey data collected as part of a larger evaluation of England's National Literacy and Numeracy Strategies, this study inquired about sources of leadership, the distribution of leadership functions across roles and how such distribution could also provide the strategic coordination necessary for successful implementation of such an ambitious reform agenda

Educational Leadership for Organisational Learning and Improved Student Outcomes

Abstract: Acknowledgements List of tables List of figures Section 1: The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes Chapter 1 The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes Introduction Sorting the Wheat From the Chaff The Evidence Four Implications Conclusion: No Need to Continue to Build in Canvas? Organization of the Book Section 2: Using The Book Chapter 2 Problem-Based Learning: A Vehicle For Professional Development Of School Leaders Introduction Why Problem-Based Learning? Before, During, and After a One-Day Workshop Before, During, and After a Two-Day Workshop Chapter 3 Group Development And Warm-Up Activities Introduction: Lose Time To Gain Time Ice-Breaker Interdependence Trading Section 3: The Problem-Based Learning Package Chapter 4 Workshop Problem/Situation Outline Forward Situation/Problem Product/Performance Specifications Learning Objectives Resources Guiding Questions Chapter 5 The Altona Case Study Chapter 6 The Heronwood Case Study Chapter 7 Survey Data Introduction Altona Heronwood Section 4: A Challenge Chapter 8 The Survey Instruments And A Challenge To Use Them In Your Own School Introduction Validity and Reliability The Short Form of the LOLSO Project Questionnaires Appendixes Appendix 1 Conditions Fostering Organizational Learning In Schools Appendix 2 Leadership For Organizational Learning In Australian Secondary Schools Appendix 3 The Altona Case Study: Short Version Appendix 4 The Heronwood Case Study: Short Version References Other readings

Doing Knowledge Transfer: Engaging Management and Labor with Research on Employee Health and Safety:

Abstract: In workplace health interventions, engaging management and union decision makers is considered important for the success of the project, yet little research has described the process of making this happen. A case study of a knowledge-transfer process is presented to describe the practices and processes adopted by a knowledge broker who engaged workplace parties in discussions on research on physical and psychosocial factors important for employee health. The process included one-on-one interactions between the knowledge broker and individuals to explain the research, to build trust and credibility, and to explore the applicability of the research to their work (sense making). It also included facilitated group sessions, where the groups explored how the research could solve problems within the workplace (social construction of knowledge). The workplace context offered multiple opportunities that helped and hindered the flow of research. Nevertheless, this intense, sustained, knowledge-transfer interventio...

Programs and Politics: The Local Uses of International Tests

Abstract: This is the final article in a series prompted by Howard Russell's first paper, "Connections among Factors in Education." Curriculum Inquiry editors invited responses from Kenneth Travers, Senta Raizen, Patrick Griffin, and Stephen Heyneman. Russell reacted to these responses in a second article entitled "Tranparency in Connections among Factors in Education." My commentary on these articles is based on a perspective that differs, at least in degree, from my fellow authors. Unlike them, I do not consider myself a test-and-measurement specialist and will not be concerned in this article with some of the issues that rightly consume much of their attention. My perspective, rather, is a function of interests in leadership, school improvement processes, and educational policy. More specifically, the central issue I address in the remainder of this article reflects the importance that Russell's second paper attaches to purposes, by way of explaining differences between the positions advocated by Griffin and himself. I argue that local school improvement is a key purpose to be served by international test results. This is an argument with which Russell strongly agrees, as do most of the other authors (at least implicitly), but that Heyneman rejects out of hand. I then review, offering my own observations, some of the debates in the articles that are germane to the use of international tests for local program development, Russell's primary focus. Finally, I recommend an additional set of local uses for international tests, uses that are largely political in nature, claiming that these uses are at least as significant to local school improvement and the quality of teaching and learning as is program development.