Showing papers by "Kenneth Leithwood published in 2015"
TL;DR: For example, this paper reviewed evidence about the overall influence of direction-setting leadership practices (DSLPs), one of four major categories of practices included in a widely known conception of effective leadership and a focus of many other such notions, as well.
Abstract: This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well. This study also inquires about how direction-setting practices influence distal organizational outcomes, including student achievement, conceiving of such influence as traveling along (or influencing variables on) 4 “paths”. Standard meta-analysis, narrative review, and effect size summation and averaging were applied on 110 studies involved in this review. The findings of this study, as one in a related series of investigations, inform the further development of a model of successful school leadership practices.
109 citations
29 Jun 2015
TL;DR: This paper identified four distinct teacher emotions which have significant effects on student learning, including collective teacher efficacy, teacher commitment, teacher trust in others, and organizational citizenship behavior, and described leadership practices likely to foster productive teacher emotions.
Abstract: School leaders’ influence on student achievement is largely indirect Using systematic review techniques, this chapter assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this chapter identifies four distinct teacher emotions which have significant effects on student learning – collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior This chapters also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership
48 citations
18 Sep 2015
TL;DR: This article found that the influence of parent engagement can mitigate differences in socioeconomic status (SES) and family background, and that parent involvement in their children's learning is widely acknowledged as having a positive effect on student academic success.
Abstract: Parent involvement in their children’s learning is widely acknowledged as having a positive effect on student academic success. Of particular relevance is the finding that the influence of parent engagement can mitigate differences in socioeconomic status (SES) and family background. Family background is a multi-dimensional concept that includes the family’s “educational culture” (including for example, parenting style, parental expectations for children’s work at school, direct instructional support for school learning, active parent interest in the school’s curriculum, and the monitoring of children’s engagement with their school work). It is these features of a child’s home environment that directly influence much of the social and intellectual capital students need to be successful at school.
17 citations