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Essay / Research Paper Abstract
A 16 page paper that includes discussions under the following headings: the role of the principal in school achievement, school leadership and urban school achievement, transactional vs transformational leadership and school achievement, and effective leadership styles, characteristics and behaviors. Bibliography lists 25 sources.
Page Count:
16 pages (~225 words per page)
File: MM12_PGurbprs.rtf
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Unformatted sample text from the term paper:
each reading and math and 3 percent in writing (Conlon, 2003). The population of the school included 94 percent of students on free or reduced-price lunches, 59 percent of the
student body was Hispanic, many of whom had limited English proficiency (Conlon, 2003). Further, the school had an annual 34 percent mobility rate (Conlon, 2003). The principal worked with the
staff to determine a focus for the school (Conlon, 2003). There were two basic principals: student learning had to be the emphasis or any decision made in the school, and
no excuses would be accepted for student failure (Conlon, 2003). Guided by the principal, the staff determined what changes would make a difference (Conlon, 2003). They increased instruction time for
major subjects, implemented practices founded in research, they used small group teams in their classrooms, initiated one-on-one tutoring and monitored progress continually (Conlon, 2003). In four years, 34 percent of
students met the reading standards, 54 percent met math standards and 23 percent met writing standards (Conlon, 2003). Clearly, the principals leadership must be viewed as a contributing factor to
the improved achievement. Hallinger, Bickman and Davis (1996) reported research that could not demonstrate a direct relationship between principal instructional leadership and student achievement. These investigators did note an indirect
relationship, however (Hallinger, Bickman and Davis, 1996). The principals actions shape and affect the learning climate, which, in turn affects academic achievement (Hallinger, Bickman and Davis, 1996). The authors concluded
the principals leadership behaviors are mediating variables that affect achievement outcomes (Hallinger, Bickman and Davis, 1996). Mid-continent Research for Education and Learning (McREL) found a significant relationship between leadership and
student achievement (Waters, Marzano, and McNulty, 2003). They report .25 as the effect size of the relationship ). To explain what this means, the authors provide an example: two schools
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