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Robinson Viviane, Hohepa Margie & Lloyd Claire (2009). School Leadership and Student Outcomes : Identifying What Works and Why. Wellington : Ministry of Education. En ligne : <http://www.educationcou ... series/2515/60169/60170>. 
Added by: RĂ©mi Thibert (28 Mar 2012 13:55:55 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Robinson2009
Categories: General
Keywords: leadership
Creators: Hohepa, Lloyd, Robinson
Publisher: Ministry of Education (Wellington)
Views: 1315/1777
Views index: 17%
Popularity index: 4.25%
URLs     http://www.educati ... s/2515/60169/60170
Abstract     
School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis Publication Details Welcome to the School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis. The Ministry of Education’s new School leadership and student outcomes: Identifying what works and why: Best evidence synthesis iteration {(BES)} was launched by the Minister of Education, Hon. Anne Tolley, at the opening of the University of Auckland Leadership Centre on 4 November 2009. Author(s): Viviane Robinson, Margie Hohepa, Claire Lloyd {[The} University of Auckland] Date Published: November 2009 The {BES} is available electronically below. To place an order for a hard copy please contact orders@thechair.minedu.govt.nz and they will forward a copy to you. For International sales contact orders@learningmedia.co.nz Contact us: For more information contact us at best.evidence@minedu.govt.nz. The new synthesis of 134 New Zealand and overseas research studies or reviews has been developed collaboratively using Ministry of Education guidelines. Professor Viviane Robinson and Dr Margie Hohepa at the University of Auckland were lead writers for this synthesis of effective leadership practices. The big finding of the {BES} is that when school leaders promote and/or participate in effective teacher professional learning this has twice the impact on student outcomes across a school than any other leadership activity. New Zealand principals spend less time on those activities that make most difference than many of their international peers. In New Zealand the mean effect size for student gain from a year’s teaching is .35. Another key finding in this {BES} is that when school leaders promote or participate in effective teacher professional learning and development they have more than twice this impact across a whole school, not just one class. The {BES} findings come to life for readers through vignettes and easy-to-read cases (p.214 {onwards).These} cases provide examples of principals and others in leadership activities that advance achievement and social outcomes for students. The theory included in the synthesis explains how and why is critical to enable leaders to adapt and use the findings in their own contexts. This {BES} is of relevance to all who have a leadership role in advancing valued outcomes from schooling including principals, middle management, other professional leaders, school trustees, policy makers and those who have a role in supporting the work of schools through research and teaching in the tertiary sector.
Added by: RĂ©mi Thibert  
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