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  • MPI Ethno. Forsch.  (7)
  • MARKK
  • Hamilton, Laura S.  (7)
  • School principals  (4)
  • Social Sciences  (4)
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  • MPI Ethno. Forsch.  (7)
  • MARKK
Material
Language
Years
Author, Corporation
Publisher
Keywords
Subjects(RVK)
  • 1
    Online Resource
    Online Resource
    Preparing principals to raise student achievement : implementation and effects of the New Leaders program in ten districts (2014)
    Santa Monica, CA : RAND Corporation
    Details
    ISBN: 9780833086402 , 0833086979 , 0833086405 , 9780833086976
    Language: English
    Pages: 1 Online-Ressource (xxix, 118 pages)
    Parallel Title: Print version Gates, Susan M., 1968- Preparing principals to raise student achievement
    Keywords: Educational leadership Case studies ; School principals Case studies Training of ; Education, Urban Case studies ; School management and organization Case studies ; Educational leadership ; School principals ; Education, Urban ; School management and organization ; United States ; School management and organization ; Case studies ; School principals ; Training of ; Education, Urban ; Theory & Practice of Education ; Education ; EDUCATION ; Teaching Methods & Materials ; Arts & Humanities ; Educational leadership ; Social Sciences ; Electronic books
    Abstract: New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its approach involves both preparing principals and partnering with school districts and charter management organizations (CMOs) to improve the conditions in which its highly trained principals work. As part of the partnerships, New Leaders agrees to provide carefully selected and trained principals who can be placed in schools that need principals and to provide coaching and other support after those principals are placed. The districts and CMOs agree to establish working conditions that support, rather than hinder, the principals' efforts to improve student outcomes. This report describes how the New Leaders program was implemented in partner districts, and it provides evidence of the effect that New Leaders has on student achievement
    Abstract: New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its approach involves both preparing principals and partnering with school districts and charter management organizations (CMOs) to improve the conditions in which its highly trained principals work. As part of the partnerships, New Leaders agrees to provide carefully selected and trained principals who can be placed in schools that need principals and to provide coaching and other support after those principals are placed. The districts and CMOs agree to establish working conditions that support, rather than hinder, the principals' efforts to improve student outcomes. This report describes how the New Leaders program was implemented in partner districts, and it provides evidence of the effect that New Leaders has on student achievement
    Note: "Sponsored by New Leaders , "RR-507-NL"--Page 4 of cover , "RAND Education , Includes bibliographical references (pages 111-118)
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Preparing principals to raise student achievement : implementation and effects of the New Leaders program in ten districts : appendix (2014)
    Santa Monica, CA : RAND Corporation
    Details
    ISBN: 9780833086990 , 0833086995
    Language: English
    Pages: 1 Online-Ressource (xv, 155 pages)
    Parallel Title: Print version Gates, Susan M., 1968- Preparing principals to raise student achievement
    Keywords: School management and organization Case studies ; Educational leadership Case studies ; Education, Urban Case studies ; School principals Case studies Training of ; School management and organization ; Educational leadership ; Education, Urban ; School principals ; United States ; School principals ; Training of ; Educational leadership ; Case studies ; Education, Urban ; School management and organization ; EDUCATION ; Teaching Methods & Materials ; Arts & Humanities ; Electronic book
    Note: "Sponsored by New Leaders , Includes bibliographical references (pages 151-155)
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Measuring hard-to-measure student competencies : a research and development plan (2014)
    Santa Monica, CA : RAND
    Details
    ISBN: 9780833088062 , 0833089323 , 0833088068 , 9780833089328
    Language: English
    Pages: 1 Online-Ressource (xvii, 84 pages)
    Keywords: Competency-based education ; Competency-based education ; Competency-based education ; Education ; Social Sciences ; Theory & Practice of Education ; EDUCATION ; Evaluation & Assessment ; Electronic books
    Abstract: Efforts to prepare students for college, careers, and civic engagement have traditionally emphasized academic skills, but a growing body of research suggests that interpersonal and intrapersonal competencies, such as communication and resilience, are important predictors of postsecondary success and citizenship. One of the major challenges in designing educational interventions to support these outcomes is a lack of high-quality measures that could help educators, students, parents, and others understand how students perform and monitor their development over time. This report provides guidelines to promote thoughtful development of practical, high-quality measures of interpersonal and intrapersonal competencies that practitioners and policymakers can use to improve valued outcomes for students
    Note: "RAND Education , Includes bibliographical references (pages 81-84)
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Competency-based education in three pilot programs : examining implementation and outcomes (2014)
    Santa Monica, CA : RAND
    Details
    ISBN: 9780833087256 , 0833089609 , 0833087258 , 9780833089601
    Language: English
    Pages: 1 Online-Ressource (xxi, 106 pages)
    Parallel Title: Print version Steele, Jennifer L Competency-based education in three pilot programs
    Keywords: Competency-based education ; Educational evaluation ; Competency-based education ; Educational evaluation ; United States ; Education ; Educational evaluation ; Education, Special Topics ; EDUCATION ; Evaluation & Assessment ; Social Sciences ; Competency-based education ; Electronic books
    Abstract: In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards credit for evidence of learning, not for the time students spend studying a subject. The Foundation asked RAND to evaluate these efforts in terms of implementation, students' experiences, and student performance. This report presents final results from that evaluation, offering an overview of competency-based education and the Project Mastery grant projects and describing the implementation of competency-based educational features under each project. The report concludes with six lessons for policy, partnerships, and practice
    Note: "Prepared for the Bill & Melinda Gates Foundation , "RAND Education , Includes bibliographical references (pages 103-106)
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Laying the foundation for successful school leadership (2013)
    Santa Monica, CA : RAND
    Details
    ISBN: 9780833082176 , 0833082175
    Language: English
    Pages: 1 Online-Ressource (12 pages)
    Keywords: Educational leadership ; School principals ; School management and organization ; Educational leadership ; School principals ; School management and organization ; Educational leadership ; School principals ; United States ; EDUCATION ; Evaluation & Assessment ; School management and organization ; Electronic books
    Abstract: Principals can influence student achievement in a number of ways--monitoring instruction; evaluating teachers; hiring, developing, and retaining school staff; maintaining student discipline; managing the school budget; establishing a school culture; and engaging with the community. While principals' skills in these areas are important, skills alone are not enough to ensure that they will be effective school leaders. This is because school and district contexts--which include school and district characteristics, practices, and policies--set the stage for principals' performance and strongly influence their effectiveness. In this report, RAND researchers provide guidance to state and district decisionmakers and others who manage school systems, focusing on four areas that research has identified as particularly influential in supporting principal effectiveness: placement in the school, evaluation, autonomy, and resources. We highlight how actions in these areas can create conditions in the school and district that foster principal success
    Note: "RAND Corporation , Includes bibliographical references , Title from title screen (viewed on October 18, 2013)
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Improving school leadership through support, evaluation, and incentives : the Pittsburgh principal incentive program (2012)
    Santa Monica, CA : RAND
    Details
    ISBN: 9780833076342 , 0833076345 , 9780833076328 , 0833076329 , 9780833076175 , 0833076337 , 0833076175 , 9780833076335
    Language: English
    Pages: 1 Online-Ressource (1 online resource)
    Parallel Title: Print version Improving school leadership through support, evaluation, and incentives
    DDC: 371.2/07
    RVK:
    DK 1022
    Keywords: Educational change Case studies ; School principals Case studies ; Educational leadership Case studies ; School improvement programs Case studies ; Educational change ; School principals ; Educational leadership ; School improvement programs ; EDUCATION ; Decision-Making & Problem Solving ; HISTORY ; United States ; State & Local ; Middle Atlantic (DC, DE, MD, NJ, NY, PA) ; Educational change ; Educational leadership ; School improvement programs ; School principals ; Pennsylvania ; Pittsburgh ; Case studies ; Electronic books ; Fallstudiensammlung
    Abstract: Cover; Title Page; Copyright; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE: Introduction; What We Know About Relationships Between School Leadership and Student Achievement; The Need for New Systems for Evaluating Principals; Evaluation Questions; Organization of This Report; CHAPTER TWO: Data Sources and Analytic Approach; Data Sources; Principal Surveys; Coach Surveys; Teacher Survey; Interviews with Building-Level Staff; Interviews and Email Communications with District-Level Staff and External Consultants; Reviews of Documentation
    Abstract: CHAPTER FIVE: Principals' Leadership Practices, Principals' Skills, and School- and Classroom-Level Responses to the Pittsburgh Principal Incentive ProgramChanges in Principals' Leadership Practices and Skills; Principals' Practices; Principals' Perceptions of Their Skills and Need for Support; Other Staff Perceptions of Principals' Leadership; Perceived Role of the Pittsburgh Principal Incentive Program; School- and Classroom-Level Changes; In-School Professional Development; Incorporating Data into Instructional Leadership; Teaching and Learning Teams; Changes in Classrooms; Summary
    Abstract: CHAPTER FIVE: Principals' Leadership Practices, Principals' Skills, and School- and Classroom-Level Responses to the Pittsburgh Principal Incentive ProgramChanges in Principals' Leadership Practices and Skills; Principals' Practices; Principals' Perceptions of Their Skills and Need for Support; Other Staff Perceptions of Principals' Leadership; Perceived Role of the Pittsburgh Principal Incentive Program; School- and Classroom-Level Changes; In-School Professional Development; Incorporating Data into Instructional Leadership; Teaching and Learning Teams; Changes in Classrooms; Summary
    Abstract: CHAPTER SIX: Principals' Performance on Rubric and Achievement MeasuresPrincipals' Performance on the Evaluation Rubric; Principals' Performance on the Achievement Bonus Measures; Bonus Payments and Principals' Mobility; Summary; CHAPTER SEVEN: Student Achievement Trends; Achievement Trends; Addressing Racial/Ethnic and Socioeconomic Achievement Gaps; Summary; CHAPTER EIGHT: Key Findings and Recommendations; Key Findings; What Is the District's Theory of Action Regarding How the Pittsburgh Principal Incentive Program Is Expected to Promote Improved Student Outcomes?
    Abstract: Principals' Scores on the Administrators' Performance Standard RubricStudent Data; Analytic Approach; Principal, Coach, and Teacher Survey Data; Factor Analysis; Interviews with Building-Level Staff; District Interviews and Document Review; Rubric, Achievement, and Bonus Data; Method for Linking and Jointly Analyzing Rubric and Achievement Data; Limitations; CHAPTER THREE: District Context and Pittsburgh Principal Incentive Program Theory of Action; District Context and Related Reforms; Theory of Action Overview; Interventions for Building Capacity
    Abstract: Professional Development to Improve LeadershipEvaluation and Feedback; Mechanisms for Evaluation; Mechanisms for Feedback: Assistant Superintendent Coaching; Mechanisms for Feedback: Teaching and Learning Teams; Incentives; Salary Increment; Achievement Bonus; Determination of Bonus Award Amounts; Impact on Principals; Impact on Schools; Impact on Classrooms and Students; CHAPTER FOUR: Capacity-Building Interventions; Professional Development; Evaluation and Feedback; Incentives; Summary of Key Findings
    Note: Includes bibliographical references
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    Making sense of test-based accountability in education (2002)
    Santa Monica, CA : Rand
    Details
    ISBN: 0833031619
    Language: English
    Pages: 1 Online-Ressource (xxi, 168 Seiten)
    Parallel Title: Erscheint auch als Making sense of test-based accountability in education
    DDC: 371.26/4
    RVK:
    DO 1252
    Keywords: Educational tests and measurements ; Educational accountability ; Educational tests and measurements ; Educational accountability ; Electronic books ; EDUCATION ; Evaluation ; STUDY AIDS ; Tests ; EDUCATION ; Testing & Measurement ; EDUCATION ; Educational Policy & Reform ; General ; Educational accountability ; Educational tests and measurements ; Education ; Social Sciences ; Theory & Practice of Education ; United States ; Electronic books ; USA ; Bildungspolitik
    Abstract: Test-based accountability systems that attach high stakes to standardized test results in the form of rewards and sanctions have raised a number of issues for those responsible for educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? What kinds of educational tradeoffs do these testing policies introduce? This book was written in response to school policymaking's growing emphasis on high-stakes testing. It addresses several key areas, including how the tests are used within these systems, how to evaluate the technical quality and trustworthiness of the tests, how test-based accountability affects the practices of teachers and schools, and what effect political considerations have on the policy debate. The authors also provide some recommendations for developing more-effective test-based accountability systems
    Note: Literaturverzeichnis: Seite 149-168
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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