Leadership and student outcomes: Are secondary schools unique?

Leadership and Learning

Volumn , Issue , 2011, Pages 131-142

  Robinson, Viviane M J ^a   Bendikson, Linda ^a,b   Hattie, John ^c  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b Ministry of Education   (New Zealand)

^c UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84865153063     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4135/9781446288931.n10     Document Type: Chapter

References (37)

1. Two additional readings provide high quality additional information about how leadership works in secondary schools to improve learning and teaching.
2. Sammons, P., Thomas, S. and Mortimore, P. (1997) Forging Links: Effective Schools and Effective Departments. London: Paul Chapman Publishing.
3. This book reports a three-year study of the effectiveness of English secondary schools. It shows that there are substantial differences in value-added achievement between different subject departments within secondary schools. Detailed case studies of 30 departments in six of the schools suggest the school and departmental leadership factors that contributed to more and less effective departments.
4. Little, J. W. (2002) Professional community and the problem of high school reform, International Journal of Educational Research, 37(8): 693-714. doi: 10. 1016/S0883-0355(03)00066-1 http://dx. doi. org/10. 1016/S0883-0355%2803%2900066-1.
5. This reading provides further insight into the importance of pursuing school improvement in secondary schools through both whole-school and departmental approaches. It is based on a two-year study of two urban comprehensive high schools in the USA, one of which took a whole-school focus on reform the other which focused on departments. Both strategies had important limitations.
6. Bass, B. M. and Avolio, B. J. (1994) Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks, CA: Sage.
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8. Bolam, R. and Turner, C. (2003) Heads of secondary school subject departments and the improvement of teaching and learning, in M. Wallace and L. Poulson (eds), Educational Leadership and Management. London: Sage. pp. 133-48.
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29. Little, J. W. (2002) Professional community and the problem of high school reform, International Journal of Educational Research, 37(8): 693-714. doi: 10. 1016/S0883-0355(03)00066-1 http://dx. doi. org/10. 1016/S0883-0355%2803%2900066-1.
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32. Robinson, V. M. J., Lloyd, C. and Rowe, K. J. (2008) The impact of leadership on student outcomes: an analysis of the differential effects of leadership type, Educational Administration Quarterly, 44(5): 635-74. doi: 10. 1177/0013161X08321509 http://dx. doi. org/10. 1177/0013161X08321509.
33. Rowan, B., Raudenbush, S. W. and Kang, S. (1991) Organizational design in high schools: a multilevel analysis, American Journal of Education, 99: 238-66. doi: 10. 1086/443980 http://dx. doi. org/10. 1086/443980.
34. Rutter, M., Mortimer, P. and Maugham, B. (1979) Fifteen Thousand Hours: Secondary Schools and Their Effects on Children. Cambridge, MA: Harvard University Press.
35. Sammons, P., Thomas, S. and Mortimer, P. (1997) Forging Links: Effective Schools and Effective Departments. London: Paul Chapman Publishing.
36. Siskin, L. S. (1991) Departments as different worlds: subject subcultures in secondary schools, Educational Administration Quarterly, 27(2): 134-60. doi: 10. 1177/0013161X91027002003 http://dx. doi. org/10. 1177/0013161X91027002003.
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