Showing papers by "Kenneth Leithwood published in 2017"
TL;DR: In this article, a mixed-methods study inquired about characteristics of districts which influence changes in student achievement and how those characteristics are developed, and found that most of the nine district characteristics had significant effects on student achievement.
Abstract: This mixed-methods study inquired about characteristics of districts which influence changes in student achievement and how those characteristics are developed. Staff in 49 Ontario districts were surveyed to estimate the status of nine district characteristics on changes in provincial tests of math and language achievement over five years. A cross-case analysis of interview data collected in three high-performing districts provided in-depth descriptions of each of the nine district characteristics. Results indicated that most of the nine district characteristics had significant effects on student achievement. Implications for policy and practice are suggested.
50 citations
TL;DR: In this paper, the authors address the problem faced by leaders who want to be evidence informed in their choices of school improvement priorities and the most productive leadership practices to enact in pur...
Abstract: This paper addresses a wicked problem faced by leaders wanting to be evidence informed in their choices of school improvement priorities and the most productive leadership practices to enact in pur...
25 citations
01 Jan 2017
TL;DR: In this article, the authors described the third and final stage of a large scale study about the nature and consequences of distributed school leadership, and found that one of the four patterns (planful alignment) did have significant positive associations with academic optimism.
Abstract: This chapter describes the third and final stage of a large scale study about the nature and consequences of distributed school leadership. Assuming considerable variation in patterns of distributed leadership in schools, the first stage and aimed to identify those patterns; four distinct patterns were identified and are described in this chapter. The second stage assumed that the four different patterns of distributed leadership would have substantially different associations with one of the school conditions (academic optimism) that compelling recent evidence suggests positively influences student achievement; we found that one of the four patterns (“planful alignment”) did have significant positive associations with academic optimism. As the final stage in our project, the study described in this chapter aimed to determine the extent to which planful alignment, mediated by “academic press” or emphasis, a key condition on the Rational Path, contributes to student achievement in mathematics.
21 citations
01 Jan 2017
TL;DR: The Ontario Leadership Framework as mentioned in this paper provides a comprehensive description of those leadership practices and personal leadership resources the best available evidence suggests contribute either directly or indirectly to student learning and well-being.
Abstract: This chapter provides a brief overview of the Ontario Leadership Framework (Leithwood, K, The Ontario leadership framework with a discussion of the research foundations. Institute for Educational Leadership, Toronto, 2012), a comprehensive description of those leadership practices and personal leadership resources the “best available evidence” suggests contribute either directly or indirectly to student learning and well-being. Developed for the Ontario Ministry of Education, the Framework outlines standards and expectations for educational leadership in the province and is widely used within the province as a guide for leadership selection, development and self-appraisal.
18 citations