培养学校领导者：高管发展计划和配对辅导的随机对照试验研究结果

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2021-10-18 DOI:10.3102/01623737211047256

Benjamin K. Master, H. Schwartz, Fatih Unlu, J. Schweig, Louis T. Mariano, Jessie Coe, Elaine L. Wang, B. Phillips, Tiffany Berglund

{"title":"培养学校领导者：高管发展计划和配对辅导的随机对照试验研究结果","authors":"Benjamin K. Master, H. Schwartz, Fatih Unlu, J. Schweig, Louis T. Mariano, Jessie Coe, Elaine L. Wang, B. Phillips, Tiffany Berglund","doi":"10.3102/01623737211047256","DOIUrl":null,"url":null,"abstract":"Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"257 - 282"},"PeriodicalIF":2.4000,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Developing School Leaders: Findings From a Randomized Control Trial Study of the Executive Development Program and Paired Coaching\",\"authors\":\"Benjamin K. Master, H. Schwartz, Fatih Unlu, J. Schweig, Louis T. Mariano, Jessie Coe, Elaine L. Wang, B. Phillips, Tiffany Berglund\",\"doi\":\"10.3102/01623737211047256\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.\",\"PeriodicalId\":48079,\"journal\":{\"name\":\"Educational Evaluation and Policy Analysis\",\"volume\":\"44 1\",\"pages\":\"257 - 282\"},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2021-10-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Evaluation and Policy Analysis\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/01623737211047256\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Evaluation and Policy Analysis","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/01623737211047256","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

校长是K-12学生学业进步的第二大贡献者。然而，很少有研究评估培养校长技能的努力是否能提高学校的效率。我们对一项名为高管发展计划（EDP）的专业发展计划的影响以及帮助校长实施EDP课程的辅导的增量效应进行了随机对照试验研究。我们发现，在3年内，EDP单独影响校长的实践，但不影响学生的成绩。辅导对学生的英语语言艺术成绩有很小的正向影响，但对数学成绩或校长的实践没有影响。辅导对弱势学校的影响最大。我们假设辅导提高了推荐实践的实施质量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Developing School Leaders: Findings From a Randomized Control Trial Study of the Executive Development Program and Paired Coaching

Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.