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By comparing these schools with other successful or unsuccessful schools, Edmonds was able to identify characteristics which seemed essential to student success. [6] In 1979, Edmonds published "Effective Schools for the Urban Poor", outlining the following characteristics of effective schools: Strong administrative leadership. High expectations.
Edmonds' 1979 article "Effective Schools for the Urban Poor" is noted for drawing professional attention to the effective schools movement. Edmonds outlined six characteristics essential to effective schools, including: Strong administrative leadership. High expectations. An orderly atmosphere.
[2] Other effective schools researchers were also able to identify schools where children mastered the curriculum, regardless of family background, race or socio-economics. [3] In 1991, Lezotte published Correlates of Effective Schools: The First and Second Generation, describing the "7 Correlates of Effective Schools" as: Instructional leadership.
That is, the effective activities of instructional leaders, which affect student achievement and school performance, should be considered in the context of school and community environment. In this sense, the effort to measure the effects of instructional leadership without consideration of the school context might be avoided in empirical research.
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom.
Teacher leadership is a term used in K-12 schools for classroom educators who simultaneously take on administrative roles outside of their classrooms to assist in functions of the larger school system. Teacher leadership tasks may include but are not limited to: managing teaching, learning, and resource allocation.
Effective school principals have been shown to significantly improve the performance of all students at the school, at least in part through their impacts on selection and retention of good teachers. Ineffective principals have a similarly large negative effect on school performance, suggesting that issues of evaluation are as important for ...
[1] [2] Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem [citation needed] of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political ...