Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models.
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| Title: | Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models. |
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| Authors: | Yoon, Sun Young1 (AUTHOR) syoon36@wisc.edu |
| Source: | Leadership & Policy in Schools. Oct-Dec2016, Vol. 15 Issue 4, p500-523. 24p. 7 Charts. |
| Subject Terms: | *School principals, *Academic achievement, *Educational change, *School improvement programs, *Teachers |
| Abstract: | This study investigates: (1) how principals’ data-driven practices may vary by principals’ and school backgrounds and how that changes over time; (2) how principals’ data-driven practices influence teacher buy-in; and (3) how principals’ data-driven practices and teachers’ buy-in influence student outcomes. This study uses data from the Study of Instructional Improvement (SII). More-experienced principals tend to be less data-driven than less-experienced principals. The more likely principals are to use data in their practices, the more teachers buy into the programs, and experienced principals tend to improve school-level teacher buy-in. Collective teacher buy-in improves over three years and is positively associated with students’ reading achievement. [ABSTRACT FROM AUTHOR] |
| Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 117649857 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yoon%2C+Sun+Young%22">Yoon, Sun Young</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> syoon36@wisc.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Leadership+%26+Policy+in+Schools%22">Leadership & Policy in Schools</searchLink>. Oct-Dec2016, Vol. 15 Issue 4, p500-523. 24p. 7 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22School+improvement+programs%22">School improvement programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigates: (1) how principals’ data-driven practices may vary by principals’ and school backgrounds and how that changes over time; (2) how principals’ data-driven practices influence teacher buy-in; and (3) how principals’ data-driven practices and teachers’ buy-in influence student outcomes. This study uses data from the Study of Instructional Improvement (SII). More-experienced principals tend to be less data-driven than less-experienced principals. The more likely principals are to use data in their practices, the more teachers buy into the programs, and experienced principals tend to improve school-level teacher buy-in. Collective teacher buy-in improves over three years and is positively associated with students’ reading achievement. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Leadership & Policy in Schools is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=117649857 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15700763.2016.1181187 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 500 Subjects: – SubjectFull: School principals Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational change Type: general – SubjectFull: School improvement programs Type: general – SubjectFull: Teachers Type: general Titles: – TitleFull: Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yoon, Sun Young IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct-Dec2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 15700763 Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: Leadership & Policy in Schools Type: main |
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