Related IES Projects: Designing Assessment to Enhance English Literacy Development Among Spanish-Speaking Children in Grades K–3(R305A090015)
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
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)
Assessing the Impact of Principals’ Professional Development: An Evaluation of the National Institute for School Leadership
University of Pennsylvania
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.
Learning from Efforts to Strengthen Educational Leadership in Urban School Districts
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.
The Coaching Model: A Collaborative Pilot Program School Leadership Center of Greater New Orleans
Study of Innovative School Leadership Performance Evaluation Systems
University of Wisconsin, Madison
Milanowski, Anthony T.
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.
Improving Principal Leadership Through Feedback and Coaching