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George Weber, and later Ronald Edmonds, conducted research in inner-city U.S. schools where students of low socio-economic background were able to equal or surpass the national average. Edmonds' 1979 article "Effective Schools for the Urban Poor" is noted for drawing professional attention to the effective schools movement.
Instructional leadership is generally defined as the management of curriculum and instruction by a school principal.This term appeared as a result of research associated with the effective school movement of the 1980s, which revealed that the key to running successful schools lies in the principals' role.
Leithwood co-authored How Leadership Influences Student Learning (2004), an extensive review of successful school leadership practices. Among its conclusion were "of all the factors that contribute to what students learn at school...leadership is second in strength only to classroom instruction," and "effective leadership has the greatest impact in those circumstances (e.g., schools "in ...
By comparing these schools with other successful or unsuccessful schools, Edmonds was able to identify characteristics which seemed essential to student success. [6] In 1979, Edmonds published "Effective Schools for the Urban Poor", outlining the following characteristics of effective schools: Strong administrative leadership. High expectations.
The education system is an ecosystem [citation needed] of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals ...
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom.
Teacher leadership is a term used in K-12 schools for classroom educators who simultaneously take on administrative roles outside of their classrooms to assist in functions of the larger school system. Teacher leadership tasks may include but are not limited to: managing teaching, learning, and resource allocation.
A Guide to the School Improvement Process Bases on Effective Schools Research (1990) Sustainable School Reform: The District Context (1992) Creating The Total Quality Effective School (1992) Learning for All (1997) Dear Colleague (1998) The Effective School A Proven Path to Learning for All (1999) Safe And Orderly Environment (1999) Assembly ...