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Thursday, November 17 • 4:20pm - 5:30pm
International and Comparative Perspectives on Instructional Leadership

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Participants:

Feasibility of Increasing Access: How Does Instructional Leadership In uence Opportunity to Learn in U.S. and Belgium? Angela Urick, Timothy G. Ford, Alison Shelby Page Wilson, William C. Frick (University of Oklahoma)

Opportunity to learn is a policy lever used to study inequitable student access to curriculum and instruction and address opportunity gaps for economically disadvantaged students. Principals are in a unique position to implement these efforts through coordination of the instructional program. This study uses 2011 TIMSS to understand how leadership increases math achievement through opportunity to learn in the U.S. and Belgium that have similar tracking issues yet different distributions of wealth and policy contexts.

Instructional Leadership Practices in Israeli and USA Jewish Educational Systems. Haim Shaked, Bar Ilan University; Jeffrey Glanz, Yeshiva University; Chanina Rabinowitz, Michlala College; Shmuel Shenhav, Hebrew University of Jerusalem

Research outside USA public school settings into the principal’s role as instructional leader is limited. Speci cally, instructional leadership practices of principals in Israeli and USA Jewish schools have been unexplored. This study aims to narrow this gap. Data were collected from 94 Israeli principals and 93 USA Jewish schools’ principals. Findings indicate that USA Jewish schools’ principals demonstrated higher level of instructional leadership. In both groups, women principals demonstrated higher level of instructional leadership.

Revisiting the Effect of Instructional and Transformational Leadership on Student Outcomes. Paula Kwan, Chinese University of Hong Kong

Transformational leadership and instructional leadership are portrayed as disparate practices. The recent conclusion in some meta-analyses that the effect of instructional leadership practices on student learning is considerably greater than that of transformational leadership has further accentuated their apparently incompatible nature. This study argues and con rms that the augmentative effect of these two practices on student learning; transformational leadership is an important base on which instructional leadership can be effectively enacted for improving student learning.

School Leadership During Curriculum Implementation: Case Study of Intersection Between Structure and Agency in Indonesia. Asih Asikin-Garmager, University of Iowa

The purpose of this study is to develop a theory on the relationship between existing structure and the principals’ leadership practices through the use of case study research for theory development. The overarching research question guiding this study is how does structure in uence principals’ leadership practices? Preliminary data analysis indicates that government regulations and expectations delimit the leadership practices of the principal at Setia Budi school, leaving her little room to express her agency.




Thursday November 17, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth A

Attendees (6)