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Our fifth book in the International Research on School Leadership
series focuses on the use of data in schools and districts as
useful information for leadership and decision making. Schools are
awash in data and information, from test scores, to grades, to
discipline reports, and attendance as just a short list of student
information sources, while additional streams of data feed into
schools and districts from teachers and parents as well as local,
regional and national policy levels. To deal with the data, schools
have implemented a variety of data practices, from data rooms, to
data days, data walks, and data protocols. However, despite the
flood of data, successful school leaders are leveraging an analysis
of their school's data as a means to bring about continuous
improvement in an effort to improve instruction for all students.
Nevertheless, some drown, some swim, while others find success. Our
goal in this book volume is to bring together a set of chapters by
authors who examine successful data use as it relates to leadership
and school improvement. In particular, the chapters in this volume
consider important issues in this domain, including: How
educational leaders use data to inform their practice. What types
of data and data analysis are most useful to successful school
leaders. To what extent are data driven and data informed practices
helping school leaders positively change instructional practice? In
what ways does good data collection and analysis feed into
successful continuous improvement and holistic systems thinking?
How have school leadership practices changed as more data and data
analysis techniques have become available? What are the major
obstacles facing school leaders when using data for decision making
and how do they overcome them?
As the sixth volume in the International Research on School
Leadership series, the contributing authors in this volume consider
the history, challenges, and opportunities of the field of research
and practice in educational leadership and administration in
schools and districts. Ten years after the work of Firestone and
Riehl (2005) and their contributing authors, our aim with the
present volume was to summarize and update the work of the field,
and provide a space to consider the multiple futures of
educationalleadership in schools and districts, as both challenges
and opportunities. The first decade of the twenty?first century
brought significant critiques, challenges, and competition to the
research and practice of training leaders and administrators of
schools and districts around the world. Congruently, the field
experienced significant growth and change, as multiple new
sub?domains flourished and were founded. Thus, in this volume we
were delighted to included excellent chapters from multiple authors
that considered the duality of the challenges and opportunities of:
The work of the field of educational leadership and administration
research to date. The opportunities and challenges of new visions
of leadership in traditional and non?traditional schools. The
evolving state of research evidence in educational leadership and
the increasing sophistication of multiple methodologies, including
qualitative research, quantitative modeling, the ability to test
theory, and the increasing opportunities brought on by the
intersection of data, research, and practice. The preparation of
educational leaders. And the emerging trends in the professional
development of school leaders. The authors of the nine chapters in
the present book volume took on this challenge of confronting the
duality of not only including the past as we look to the future,
but also the duality of the critique of the field in the midst of
exciting and significant progress in our knowledge and
understanding of leadership in schools. In the first section of the
book (Chapters 2, 3 and 4), the authors examine the interplay of
educational leadership research and theory as it relates to reform
in schools, especially as it relates to serving historically
underserved populations globally. In section 2 (Chapters 5 and 6),
the authors highlight the importance of methodological
considerations in school leadership research as a means to
understand theory and practice as well as providing interesting
avenues that point to multiple exciting future possibilities
through relying on current innovations noted within the chapters.
Section 3, (Chapters 7 and 8) examine the research and practice of
school leadership preparation, especially as it relates to
university?district partnerships and non?traditional school
settings. And in the final chapter,(Chapter 9), our capstone
contributor provides a means to link the present volume with the
past writings on these topics, while also providing a lens to view
the exciting possibilities and promises of the multiple futures of
the field of educational leadership research and practice.
A volume in International Research on School Leadership Series
Editors Alan R. Shoho and Bruce G. Barnett, University of Texas at
San Antonio Our fourth book in the International Research on School
Leadership series focuses on school leadership in an era of high
stakes accountability. Fueled by sweeping federal education
accountability reforms, such as the United States' No Child Left
Behind (NCLB) and Race to the Top (R2T) and Australia's Performance
Measurement and Reporting Taskforce, school systems around the
world are being forced to increase academic standards, participate
in high-stakes testing, and raise evaluation standards for teachers
and principals. These results-driven reforms are intended to hold
educators "accountable for student learning and accountable to the
public" (Anderson, 2005, p. 2, emphasis in original). While
policymakers and the public debate the merits of student
achievement accountability measures, P-12 educational leaders do
not have the luxury to wait for clear guidance and resources to
improve their schools and operating systems. Instead, successful
leaders must balance the need to create learning communities,
manage the organizational climate, and encourage community
involvement with the consequences testing has on teacher morale and
public scrutiny. The chapters in this volume clearly indicate that
as school leaders attend to these potentially competing forces,
this affects their problem-solving strategies, ability to
facilitate change, and encourage community involvement. We were
delighted with the responses from colleagues around the world who
were eager to share their research dealing with how leaders are
functioning effectively within a high-accountability environment.
The nine chapters in this volume provide empirical evidence of the
strategies school leaders use to cope with problems and negotiate
external demands while improving student performance. In
particular, the voices and actions of principals, superintendents,
and school board members are captured in a blend of quantitative
and qualitative studies. The breadth of studies is impressive,
ranging from case studies of individual principals to
cross-district comparisons to national data from the National
Center for Education Statistics. To highlight important findings,
we have organized the book into five sections. The first section
(Chapters 2, 3, and 4) highlights the problem-solving strategies
used by principals and superintendents when pressured to turn
around low-performing schools. In the second section (Chapters 5
and 6), attention is devoted to ways in which school leaders act as
"buffers" by reducing the impact of external demands within their
local school contexts. Next, Chapters 7 and 8 explore creative ways
in which financial analyses can be used to assess the cost
effectiveness of programs and services. Chapters 9 and 10 examine
how principals enact their instructional leadership roles in
managing curriculum reforms and evaluating teachers. Finally, in
the last section (Chapter 11), Kenneth Leithwood synthesizes the
major themes and ideas emerging across these chapters, paying
particular attention to practical issues influencing school leaders
in this era of school reform and accountability as well as
promising areas for future research.
A volume in International Research on School Leadership Series
Editors Alan R. Shoho and Bruce Barnett, University of Texas at San
Antonio and Autumn Tooms, University of Tennessee This book series,
International Research on School Leadership focuses on how
present-day issues affect the theory and practice of school
leadership. For the inaugural book, we focused on the challenges
facing new principals and headteachers. Because the professional
lives of school leaders have increasingly impinged on their
personal well-being and resources have continued to shrink, it is
important to understand how new principals or headteachers share
and divide their energy, ideas, and time within the school day. It
is also important to discover ways to provide professional
development and support for new principals and headteachers as they
strive to lead their schools in the twenty-first century. For these
reasons, The Challenges for New Principals in the Twenty-First
Century: Developing Leadership Capabilities Through Professional
Support is dedicated to exploring the rarely-examined experiences
of those who enter the role as new principals or headteachers. By
giving voice to new principals and headteachers, we are able to
determine what aspects of leadership preparation ring true and what
aspects prove to be of little or no utility. Unlike leadership
texts that focus on conceptual considerations and personal
narratives from the field, this book highlights a collection of
empirical efforts centered on the challenges and issues that new
principals and headteachers experience during their initial and
crucial years of induction. We solicited and accepted manuscripts
that explore the multi-faceted dimensions of being a new principal
or headteacher in the twenty-first century. Our goal was to create
an edited book that examines the commonalities and differences that
new principals and headteachers experience from an international
perspective. This edited book is comprised of six chapters, each of
which contributes an unique perspective on the responsibilities
that new principals and headteachers are experiencing at the dawn
of the twenty-first century.
This third book in the Information Age book series, International
Research on School Leadership, focuses on the changing nature of
instructional leadership in the 21st century. Our goal is to
examine instructional leadership from multiple educational and
international perspectives. Unlike many leadership books that focus
on conceptualizations and personal narratives, the seven chapters
provide empirical evidence of how instructional leadership is
evolving in the 21st century. From the effective schools research
of the 1980s to today's relentless calls for improved student
performance, attention has focused on the instructional leadership
roles and responsibilities of school principals, headteachers, and
educational system leaders. The emphasis on student performance has
gone global as evidenced by highly-publicized international
studies, such as the Trends in International Math and Science
Studies (TIMSS) and the Program for International Student
Assessment (PISA), comparing student achievement in different
countries. These developments have had substantial effects on
school leaders, especially building-level principals and
headteachers. Rather than being the only ones overseeing school
improvement aimed at increasing student learning, many school
administrators are distributing leadership responsibilities to
other administrators and teachers on their campuses. To fully
understand instructional leadership in the 21st century, the book
examines three important dimensions of instructional leadership:
(1) the current context for turning around low-performing schools,
increasing teacher effectiveness, and providing equitable outcomes
for all students, (2) international perspectives of instructional
leadership development, particularly the value of teacher coaching
and leadership development for aspiring and practicing school
leaders in a developing country, and (3) the obstacles
instructional leaders confront as they deal with fiscal
constraints, political pressure, diverse student populations, and
high-stakes standards-based reforms.
Seasonal patterns have been found in a remarkable range of
health conditions, including birth defects, respiratory infections
and cardiovascular disease. Accurately estimating the size and
timing of seasonal peaks in disease incidence is an aid to
understanding the causes and possibly to developing interventions.
With global warming increasing the intensity of seasonal weather
patterns around the world, a review of the methods for estimating
seasonal effects on health is timely.
This is the first book on statistical methods for seasonal data
written for a health audience. It describes methods for a range of
outcomes (including continuous, count and binomial data) and
demonstrates appropriate techniques for summarising and modelling
these data. It has a practical focus and uses interesting examples
to motivate and illustrate the methods. The statistical procedures
and example data sets are available in an R package called season
.
This edited book highlights the importance and complexity of the
assistant principalship. As noted in all the chapters, the
assistant principal is a critical partner in creating a
professional learning community that serves all students well.
Often neglected or ignored in the literature, assistant principals
are more than disciplinarians and student or building managers. In
the best of all worlds, they provide the professional support and
partnership with their principals to create high-performing
schools. Unfortunately, as noted in some of the chapters, the ideal
and actual roles that assistant principals exercise often create a
gap that seethes with disillusionment and dissatisfaction. The
challenge for the profession is to better align the roles and
expectations of assistant principals so that they can experience
the best of being a school leader.
To commemorate the 10-year anniversary of the International School
Leadership Development Network (ISLDN), this book is a compilation
of the work conducted by network scholars. This volume is the first
comprehensive overview of the studies conducted by ISLDN members
engaged in examining how social justice leaders and leaders of
high-needs schools address the social conditions, learning
experiences, and performance of their students. Other international
school leadership research consortia have emerged in the 21st
century; however, the ISLDN is the second longest operating
project, after the International Successful School Principalship
Project (ISSPP). Since its creation in 2010, ISLDN scholars have
delivered papers at a variety of international conferences and
shared findings in research publications, including books and
special issues of journals. Until now, ISLDN research findings have
been disseminated separately for the project's two strands: (a)
social justice leadership and (b) leadership in underperforming
high-needs schools. Therefore, the purpose of the book is to
document the history and evolution of the ISLDN and to provide
descriptions and reflections of the project's research findings,
methodologies, and collaborative processes across the two strands.
This volume captures studies of school leaders from 19 countries
representing six continents - Africa, Asia, Australia and Oceania,
Europe, North America, and South America. The authors examine
important external and internal contextual factors influencing
schools in different cultural settings and provide insights about
the values and practices of social justice leaders working in
high-needs school settings. Numerous practical strategies are
provided for school leaders working in schools with similar
conditions. The concluding chapter by the co-editors synthesizes
the structural factors, personal beliefs and values, and
contextualized change management strategies that shape school
leaders' actions aimed at ensuring the best learning outcomes for
their students. Besides capturing the range of findings emerging
from various ISLDN studies conducted over the past decade, several
chapters critically examine the project's current contributions to
the field. Authors suggest broadening the dissemination of our
findings to increase the visibility of the project, expanding the
research methods beyond qualitative interviews, incorporating
studies from non-Anglophone countries, and augmenting the scope of
our analyses and research focus. These researchers' journeys also
reveal the obstacles to and benefits of engaging in these types of
international collaborative research ventures.
An Introduction to Generalized Linear Models, Fourth Edition
provides a cohesive framework for statistical modelling, with an
emphasis on numerical and graphical methods. This new edition of a
bestseller has been updated with new sections on non-linear
associations, strategies for model selection, and a Postface on
good statistical practice. Like its predecessor, this edition
presents the theoretical background of generalized linear models
(GLMs) before focusing on methods for analyzing particular kinds of
data. It covers Normal, Poisson, and Binomial distributions; linear
regression models; classical estimation and model fitting methods;
and frequentist methods of statistical inference. After forming
this foundation, the authors explore multiple linear regression,
analysis of variance (ANOVA), logistic regression, log-linear
models, survival analysis, multilevel modeling, Bayesian models,
and Markov chain Monte Carlo (MCMC) methods. Introduces GLMs in a
way that enables readers to understand the unifying structure that
underpins them Discusses common concepts and principles of advanced
GLMs, including nominal and ordinal regression, survival analysis,
non-linear associations and longitudinal analysis Connects Bayesian
analysis and MCMC methods to fit GLMs Contains numerous examples
from business, medicine, engineering, and the social sciences
Provides the example code for R, Stata, and WinBUGS to encourage
implementation of the methods Offers the data sets and solutions to
the exercises online Describes the components of good statistical
practice to improve scientific validity and reproducibility of
results. Using popular statistical software programs, this concise
and accessible text illustrates practical approaches to estimation,
model fitting, and model comparisons.
Seasonal patterns have been found in a remarkable range of
health conditions, including birth defects, respiratory infections
and cardiovascular disease. Accurately estimating the size and
timing of seasonal peaks in disease incidence is an aid to
understanding the causes and possibly to developing interventions.
With global warming increasing the intensity of seasonal weather
patterns around the world, a review of the methods for estimating
seasonal effects on health is timely.
This is the first book on statistical methods for seasonal data
written for a health audience. It describes methods for a range of
outcomes (including continuous, count and binomial data) and
demonstrates appropriate techniques for summarising and modelling
these data. It has a practical focus and uses interesting examples
to motivate and illustrate the methods. The statistical procedures
and example data sets are available in an R package called season
."
An Introduction to Generalized Linear Models, Fourth Edition
provides a cohesive framework for statistical modelling, with an
emphasis on numerical and graphical methods. This new edition of a
bestseller has been updated with new sections on non-linear
associations, strategies for model selection, and a Postface on
good statistical practice. Like its predecessor, this edition
presents the theoretical background of generalized linear models
(GLMs) before focusing on methods for analyzing particular kinds of
data. It covers Normal, Poisson, and Binomial distributions; linear
regression models; classical estimation and model fitting methods;
and frequentist methods of statistical inference. After forming
this foundation, the authors explore multiple linear regression,
analysis of variance (ANOVA), logistic regression, log-linear
models, survival analysis, multilevel modeling, Bayesian models,
and Markov chain Monte Carlo (MCMC) methods. Introduces GLMs in a
way that enables readers to understand the unifying structure that
underpins them Discusses common concepts and principles of advanced
GLMs, including nominal and ordinal regression, survival analysis,
non-linear associations and longitudinal analysis Connects Bayesian
analysis and MCMC methods to fit GLMs Contains numerous examples
from business, medicine, engineering, and the social sciences
Provides the example code for R, Stata, and WinBUGS to encourage
implementation of the methods Offers the data sets and solutions to
the exercises online Describes the components of good statistical
practice to improve scientific validity and reproducibility of
results. Using popular statistical software programs, this concise
and accessible text illustrates practical approaches to estimation,
model fitting, and model comparisons.
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Thought Forms (Paperback)
Chris Morey; Illustrated by M.Wayne Miller; David G Barnett
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R683
Discovery Miles 6 830
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Out of stock
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Other Gods (Paperback)
M.Wayne Miller; David G Barnett, Stephen Mark Rainey
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R685
Discovery Miles 6 850
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Out of stock
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Crooked House (Paperback)
Bruce Boston; Illustrated by M.Wayne Miller, David G Barnett
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R530
Discovery Miles 5 300
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Out of stock
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