Exploring Principal Development and Teacher Outcomes

• Utgivningsdatum: 2020-12-30
• Mått: 152 x 229 x 17 mm
• Vikt: 380 g
• Format: Häftad
• Språk: Engelska
• Antal sidor: 236
• Förlag: Taylor & Francis Ltd
• ISBN: 9780367404574

• Utbildningsstrategier och utbildningspolitik
• Undervisning i specifika ämnen

Peter Youngs is Professor of Curriculum, Instruction, and Special Education at the University of Virginia, USA.Jihyun Kim is Assistant Professor of Educational Leadership at Lehigh University, USA.Madeline Mavrogordato is Associate Professor of K-12 Educational Administration and Policy at Michigan State University, USA.

"Principals are pivotal in the success of schools, yet little is known about how to prepare and support them in their complex and consequential role. In Exploring Principal Development and Teacher Outcomes, an impressive array of scholars examine a wellspring of promising initiatives. You’ll find penetrating analysis and practical insights about strategies that work."—Susan Moore Johnson, Jerome T. Murphy Research Professor and Director, Project on the Next Generation of Teachers, Harvard Graduate School of Education"Confronted with unprecedented fiscal and health crises and severe inequities, principals make decisions daily that affect the wellbeing of faculty, staff, and students. Drawing on a rich array of recent research from our country’s top education policy and leadership scholars, this first-rate edited volume examines the consequential work of school leaders and policies to prepare and support them. This nuanced collection of research studies zooms in to examine daily practice and impact on teachers and students, and zooms out to explore innovative ways to prepare, supervise, and evaluate principals and the broader policies shaping these efforts. This is a must-read book for aspiring and current education leaders at all levels."—Julie Marsh, Associate Professor of Education Policy, Rossier School of Education, University of Southern California"Youngs, Kim, Mavrogordato, and colleagues do an exceptional job of unpacking empirical reality and practice-based wisdom revealing that school improvement is grounded in productive school leadership. They show that when we ignore this law we often hurt students, damage teachers, and cripple improvement. On the other hand, they document that when the profession forcefully attends to growing school leaders the well-being of young people across the full spectrum of valued outcomes is significantly enhanced. And they explore in powerful analyses what that development is, looks like on the ground, and can be used to create excellent schools for children and young people."—Joseph Murphy, Frank W. Mayborn Chair of Education and Associate Dean, Peabody College of Education and Human Development, Vanderbilt University

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