National Center for Education Research



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2013

R305A130118


Measuring Preschool Program Quality: Multiple Aspects of the Validity of Two Widely-Used Measures

Board of Trustees of the University of Illinois

Gordon, Rachel

Kerry Hofer (Vanderbilt University), Everett Smith (University of Illinois at Chicago)


Publications:


R305A130336


Kidsteps II: Promoting School Readiness Through Social-Emotional Skill Building in Preschool

University of Massachusetts Medical School

Upshur, Carole

Melodie Wenz-Gross


Publications:


R305A130469


Developing an Early Literacy Assessment for Spanish-Speaking Children in Preschool: PALS español PreK

University of Virginia

Invernizzi, Marcia

Karen Ford, Francis Huang, and Patrick Meyer


Related IES Projects: Designing Assessment to Enhance English Literacy Development Among Spanish-Speaking Children in Grades K–3(R305A090015)
Publications:


R305A130612


Enfoque en Ciencia:Extending the Cultural and Linguistic Validity of a Computer Adaptive Assessment of Science Readiness for Use with Young Latino Children

University of Miami

Greenfield, Daryl

Randall Penfield (University of North Carolina), Ximena Dominguez (SRI)


Related IES Projects: Lens on Science: Development and Validation of a Computer-Administered, Adaptive, IRT-Based Science Assessment for Preschool Children (R305A090502)
Publications:


Education Leadership




2004

R305E040085


Assessing the Impact of Principals’ Professional Development: An Evaluation of the National Institute for School Leadership

University of Pennsylvania

Supovitz, Jonathan
Publications:

Barnes, C.A., Camburn, E., Sanders, B.R., and Sebastian, J. (2010). Developing Instructional Leaders: Using Mixed Methods to Explore the Black Box of Planned Change in Principals’ Professional Practice. Educational Administration Quarterly, 46(2): 241–279.


Camburn, E.M., Spillane, J., and Sebastian, J. (2010). Assessing the Utility of a Daily Log for Measuring Principal Leadership Practice. Educational Administration Quarterly, 46(5): 707-737.
Camburn, E.M., Huff, J., Goldring, E., and May, H. (2010). Assessing the Validity of Annual Surveys for Measuring Principal Leadership Practice. Elementary School Journal, 111(2): 314-335.
Goldring, E., Huff, J., May, H., and Camburn, E. (2008). School Context and Individual Characteristics: What Influences Principal Practice? Journal of Educational Administration, 46 (3): 332–352.
Goldring, E., Huff, J., Spillane, J.P., and Barnes, C.A. (2009). Measuring the Learning-centered Leadership Expertise of School Principals. Leadership and Policy in Schools, 8 (2): 197–228.
May, H. and Supovitz, J.A. (2011). The Scope of Principal Efforts to Improve Instruction. Educational Administration Quarterly, 47(2): 332-352.
May, H., Huff, J., and Goldring, E. (2012). A Longitudinal Study Of Principals' Activities and Student Performance. School Effectiveness and School Improvement, 23(4): 417-439.
Spillane, J.P., Camburn, E.M., and Pareja, A.S. (2007). Taking a Distributed Perspective to the School Principal’s Workday. Leadership and Policy in Schools, 6 (1): 103–125.
Spillane, J.P., Kim, C., and Frank, K.A. (2012). Instructional Advice and Information Providing and Receiving Behavior In Elementary Schools: Exploring Tie Formation As A Building Block In Social Capital Development. American Educational Research Journal, 49(6): 1112-1145.
Supovitz, J., Sirinides, P., and May, H. (2010). How Principals and Peers Influence Teaching and Learning. Educational Administration Quarterly, 46(1): 31–56.
Spillane, J.P., Pareja, A.S., Dorner, L., Barnes, C., May, H., Huff, J., and Camburn, E.M. (2010). Mixing Methods in Randomized Controlled Trials (RCTs): Validation, Contextualization, Triangulation, and Control. Educational Assessment, Evaluation and Accountability, 22(1): 5–28.


R305E040100


Learning from Efforts to Strengthen Educational Leadership in Urban School Districts

MDRC


Quint, Janet
Publications:

Quint, J.C., Akey, T.M., Rappaport, S., and Willner, C.J. (2007). Instructional Leadership, Teaching Quality, and Student Achievement: Suggestive Evidence From Three Urban School Districts. New York, NY: MDRC.



2005

R305E050082


The Coaching Model: A Collaborative Pilot Program
School Leadership Center of Greater New Orleans
Riedlinger, Brian
Publications:


R305E050135


Study of Innovative School Leadership Performance Evaluation Systems

University of Wisconsin, Madison

Milanowski, Anthony T.
Publications:

Kimball, S.M., and Milanowski, A.T., and McKinney, S.A. (2009). Assessing the Promise of Standards-Based Performance Evaluation for Principals: Results From a Randomized Trial. Leadership and Policy in Schools, 8 (3): 233–236.


Kimball, S.M., Heneman, H.G. III, and Milanowski, A. (2007). Performance Evaluation and Compensation for Public School Principals: Results From a National Survey. ERS Spectrum, 25:4–21.


2007

R305A070298


Improving Principal Leadership Through Feedback and Coaching

Vanderbilt University

Bickman, Leonard
Publications:

Huff, J., Preston, C., and Goldring, E. Implementation Of A Coaching Program For School

Principals: Evaluating Coaches’ Strategies and The Results. Educational Management,

Administration and Leadership. 41(4).



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