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Relevant bibliographies by topics / Educational leadership. Academic achievement

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Academic literature on the topic 'Educational leadership. Academic achievement'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Educational leadership. Academic achievement"

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Grift, W. van de. "Educational Leadership and Academic Achievement in Elementary Education." School Effectiveness and School Improvement 1, no. 1 (1990): 26–40. http://dx.doi.org/10.1080/0924345900010104.

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Et al., Abdullah Ibrahim. "The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia." Psychology and Education Journal 58, no. 1 (2021): 5120–25. http://dx.doi.org/10.17762/pae.v58i1.2067.

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Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025. 

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Yeung, Ryan. "Athletics, Athletic Leadership, and Academic Achievement." Education and Urban Society 47, no. 3 (2013): 361–87. http://dx.doi.org/10.1177/0013124513495277.

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Alhosani, Abdulraheem Ali, Sanjay Kumar Singh, and Moza Tahnoon Al Nahyan. "Role of school leadership and climate in student achievement." International Journal of Educational Management 31, no. 6 (2017): 843–51. http://dx.doi.org/10.1108/ijem-05-2016-0113.

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Purpose The purpose of this paper is to develop a conceptual model on students’ academic achievement that is well grounded in the academic research in the domain. The paper aims to weave together the divergent research findings into a comprehensive model for use by all the stakeholders. Design/methodology/approach It is a literature review-based paper wherein research papers on the factors that influence the academic achievement of the students were studied. The empirical evidence from literature that fits the context of this study was analyzed and used to propose a workable model. Findings A framework to understand the role of factors affecting students’ academic achievement was proposed. It was found that school leadership and climate together affect the academic achievement of the students, but mediated by the involvement of the parents of the students. Research limitations/implications As this paper is a literature review, a framework on the determinants of academic achievements of the students has been proposed but yet to be tested empirically. Practical implications The schools leadership and the policy-makers can effectively leverage the findings of the study to enhance the academic achievement of students in a school context. Originality/value There are few research-based studies on the determinants of the academic achievement of students. This paper has identified key variables which play a significant role in helping enhance academic achievement of the students.

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Almarshad, Yousef Ogla. "The Effects of Instructional, Transformation and Distributed Leadership on Students' Academic Outcomes: A Meta -Analysis." International Journal of Education 9, no. 2 (2017): 1. http://dx.doi.org/10.5296/ije.v9i2.10263.

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This paper reviewed the effects of educational leadership on students' academic outcomes during the past decade. 14 studies were found and included with the computation of 16 effect size statistics. This research evaluated the effect of three different types of leadership, instructional, transformational and distributed, on students' academic achievement. The study found no discernable differences with respect to the type of leadership on students' academic outcomes.Discernable leadership was found to be the most influential leadership style on students' academic achievement. This finding confirms earlier arguments suggesting that if leaders are more engaged in the business of teaching and learning of their students, the academic performance of schools pupils become better. In light of earlier reviews of leadership effects on students' outcomes, this study shows that the influence of leadership on academic measures differs from its effects on non-academic outcomes including social, psychological and political characteristics.

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Ertem, Hasan Yücel. "Relationship of School Leadership with School Outcomes: A Meta-Analysis Study." International Education Studies 14, no. 5 (2021): 31. http://dx.doi.org/10.5539/ies.v14n5p31.

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Administration and governance of schools in Turkey have a complex structure and process. Within the centralized structure, the procedures in educational activities are managed by school principals. In the Turkish literature, there are studies showing leadership styles of school leaders based on the leadership theories borrowed from different contexts. Furthermore, these leadership styles are linked to school outcomes like academic achievement and teacher motivation. Thus, catching compatible sides of leadership theories may serve to improve this kind of school outcomes. In these respects, the current study aimed to investigate which leadership styles have more effect on academic achievement and teacher motivation. Exclusion and inclusion criteria were determined in order to identify the studies to be analyzed. A meta-analysis study including 21 studies in Turkish context was conducted to achieve the purpose of the study. The meta-analysis results showed that the leadership styles were highly related with the school outcomes. Overall, laissez-faire, transactional, instructional, and transformational leadership styles had a high and positive relation with the school outcomes. The laissez-faire and spiritual leadership styles showed more effect on the teacher motivation while the positive and transformational style had more effect on the academic achievement. Considering the conclusions of the study, it is recommended that future studies develop a leadership theory specific to the educational settings in Turkey.

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Daniel, Ghirmai Jambo, and Hongde Lei. "The Effect of Principal’s Distributed Leadership Practice on Students’ Academic Achievement: A Systematic Review of the Literature." International Journal of Higher Education 9, no. 1 (2019): 189. http://dx.doi.org/10.5430/ijhe.v9n1p189.

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Distributed leadership as a new scenario of educational leadership has become a popular topic in the contemporary world. Many notable researchers and members of the discourse community have contributed significantly to its development. However, little attention has paid to its effectiveness. Hence, the main purpose of this article is to analyze the existing evidence for the effect of principal’s leadership practice on students’ academic achievement from a distributed perspective. To do so, a systematic search of academic databases was conducted and 68 references spanning from the year 2001 to 2018 were selected and systematically reviewed. Due consideration was given to their concepts of distributed leadership practice, principal’s role, and students’ academic achievement. The findings of this article show that distributed leadership has positive and indirect effect on students’ academic achievement and the role of principal is indispensable. Nevertheless, there is little emperical evidence, a lack of universal accepted patterns and best practices of distributed leadership which strains further investigation. On the basis of evidence currently available, it seems reasonable to recommend scholars, policy developers, and practitioners to recognize the role of principal on distributed leadership and its best practices.

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Tian, Meng, and Stephan Gerhard Huber. "Mapping educational leadership, administration and management research 2007–2016." Journal of Educational Administration 58, no. 2 (2019): 129–50. http://dx.doi.org/10.1108/jea-12-2018-0234.

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Purpose The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations. Design/methodology/approach This study combines bibliometric and content analysis methods to review 2,347 publications from 15 core EdLAM journals published from 2007 to 2016. Findings The bibliometric analysis identified five EdLAM thematic strands: school leadership for enhancing students’ academic achievement and teachers’ effectiveness; leadership for educational change, accountability and promoting democratic values; leadership for social justice, equal education and narrowing achievement gaps; principal’s instructional leadership for school improvement; and distributed leadership and its impact on organisational climate and teachers’ attitudes and stress. The content analysis revealed that the EdLAM research from 2007 to 2016 further developed the following research areas: the dynamics between leaders and teachers in leadership work, the potential risks of distributed leadership and the EdLAM challenges brought by the New Public Management and neoliberalism. Originality/value This study depicts state-of-the-art EdLAM research. It confirms the combination of bibliometric and content analyses as a useful approach for large-scale review studies. Finally, this review suggests future research directions.

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Rinn, Anne N. "Trends Among Honors College Students: An Analysis by Year in School." Journal of Secondary Gifted Education 16, no. 4 (2005): 157–67. http://dx.doi.org/10.4219/jsge-2005-479.

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This study sought to determine whether honors college students differed with regards to academic achievement, academic self-concept, general self-concept, educational aspirations, and career aspirations as a function of their class standing. Participants included 298 honors college students from a large, Midwestern university. A demographic questionnaire, the general academic subscale and the general-self subscale of the Self-Description Questionnaire III (Marsh & O'Neill, 1984), and the Leadership and Achievement Aspirations subscale of the Career Aspirations Scale (O'Brien, 1992) were used. Results indicate significant differences between juniors and seniors with regards to academic self-concept, educational aspirations, and career aspirations. Implications for honors faculty and administrators are discussed.

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Chen, Xinyin, Kenneth H. Rubin, Bo-shu Li, and Dan Li. "Adolescent Outcomes of Social Functioning in Chinese Children." International Journal of Behavioral Development 23, no. 1 (1999): 199–223. http://dx.doi.org/10.1080/016502599384071.

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A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up study. Consistent with Western literature, sociability-leadership positively predicted indexes of social and school adjustment. Aggression was positively associated with adolescent maladjustment for boys and adjustment for girls. Finally, inconsistent with the Western literature, shyness-sensitivity in childhood was positively predictive of indexes of adolescent adjustment such as teacher-assessed competence, leadership, and academic achievement.

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Dissertations / Theses on the topic "Educational leadership. Academic achievement"

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Phelps, Sandra Davis. "Sustaining successful student achievement under changing leadership /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004198.

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Vaux, Nicole Danielle. "Academic optimism and organizational climate as predictors of academic achievement and school effectiveness." Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3711942.

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<p> An investigation into the relationship of organizational climate and academic optimism as predictors of student achievement and school effectiveness was conducted. De-identified secondary data from 67 elementary schools in the Northern portion of Alabama were used. The instrumentation for this study included School Academic Optimism Survey (SAOS), Organizational Climate Index (OCI), the Index of Perceived Organizational Effectiveness (IPOE) which is now known as the SE Index (School Effectiveness Index), a composite score for Academic Achievement (AA), and socioeconomic status (SES). Ordinary Least Squares Block Regression method was used to test the effects of the independent variables separately and together on school effectiveness and academic achievement. The results suggested that all variables had a moderate correlation with each other. Also, when controlling for SES both optimism and climate served as independent predictors for achievement and effectiveness. When entered into a regression model together while controlling for SES, climate predicted achievement while optimism did not. This was likely due to the small sample size as compared to the number of predictors in the model. Both climate and optimism served as predictors for effectiveness when in the regression model. The results of this study lend further support to the importance of School Academic Optimism and Organizational Climate as predictors of academic achievement and organizational effectiveness.</p>

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Walsh, Jonathan Thomas. "THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/468140.

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Educational Leadership<br>Ed.D.<br>With so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in participants versus non-participants. This study examined the place of a summer program within a school district budget and curriculum. The study was designed to better understand the achievement gains, or lack thereof, of students who were invited to a summer program in one Northeast school district. The research design attempted to provide a better understanding of how the summer program impacted reading achievement of students who attended the program. The study compared the reading achievement of students who attended the summer program to the reading achievement of students who were invited to the summer program, but did not attend. The results of the study revealed there was a statistical difference in the test scores of the students who attended the summer reading program compared to those that did not attend. That statistical difference showed that students who attended the program scored higher on the formative reading assessments than did students who did not attend the program during the October assessment. Also, it was discovered that students who attended the summer reading program maintained their difference in reading achievement level over the course of the school year, in between October and May. It was concluded that attending the summer reading program set forth a difference in reading achievement that was maintained throughout the school.<br>Temple University--Theses

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Bartlett, John C. "Principal leadership practices : a correlation study of specific instructional leadership practices and student achievement in the Tennessee Gateway Tests." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Aldosari, Hussain. "A Comparative Study on the Factors Affecting the Academic Transition at a Major Saudi Arabian and a Major North American University: Implications on Students' Academic Achievement." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/193.

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Students in different educational institutions, especially on campus, face different challenges that make them not achieve their academic goals and objectives as per their expectations. Several studies have been performed, and various aspects have been found to contribute to the failure of several students not achieving their academic goals, and in the end, drops out of school. Some of the factors that have been found by other studies include student’s involvement in extracurricular activities, peer groups, and lack of adequate resources to sustain them in school and achieve their desired goals. However, in this study, mixed research methodology that is both quantitative and qualitative research is used to collect data regarding the factors affecting student academic achievement. Moreover, from this study or research, some of the findings include the size of the class affects the student academic achievement. The size of the class plays a significant role in the student’s life because the smaller the size of the class the higher the engagement between the students and the teaching staff, therefore, active learning. The school curriculum also affects the academic achievement of the students. Besides, both the administrative and teaching staffs are supportive of academic success. Lastly, the learning culture affects the academic performance of students. All these factors affect the student’s progress towards academic success.

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Ingram, Brenda. "Schools in Violent Neighborhoods| The Impact on African American Elementary School Students' Academic Achievement." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577945.

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<p> The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend school have a great impact on their academic performances. This research study examined the relationship between poverty, community violence and the academic performance of elementary school age children, especially African American students. Seventy-eight public elementary schools were randomly chosen in Los Angeles County that had at least 10% African American students who completed the reading achievement test in each primary grade level (2-5 grade levels) in April 2012. The results showed that poverty and community violence had a significant negative impact on reading achievement test scores for African American students. Furthermore, the impact of community violence was twice that of poverty on academic performance. On the other hand, Caucasian students’ test scores were significantly impacted by poverty and not community violence. One explanation for this difference was that African American students experienced twice as much community violence in their neighborhoods as compared to Caucasian students. Since educators cannot change neighborhood characteristics, they need to focus on developing educational models that mitigate the impact of community violence and trauma on African American students.</p>

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L, Starcher Serena. "The relationship between leadership practices of principals and student achievement." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=695.

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Theses (Ed. D.)--Marshall University, 2006.<br>Title from document title page. Includes abstract. Document formatted into pages: contains ix, 109 pages. Includes curriculum vitae. Bibliography: p. 80-86.

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Dotson, Lauren. "Middle Grade Academic Achievement and Socioeconomic Status on North Carolina State Report Cards, 2012 - 2013." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2437.

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In the era of accountability in our nation‘s public schools, high-stakes standardized testing is the primary methodology for determining academic achievement; results from end-of-grade standardized testing are published annually in state and national report cards that are used as an instrument for determining school and teacher quality. What standardized tests do not take into consideration, however, are external environmental factors that have an impact on academic achievement; this research project focuses upon the effects of socioeconomic status on academic achievement on the middle grade student in North Carolina in 2012 and 2013. These years were chosen to comparatively analyze student achievement during the transition from the North Carolina Standard Course of Study to the Common Core curriculum. Only public schools configured in grades 6-8 that operate on a traditional school calendar were considered for this study. One way analyses of variance and paired samples t tests were performed to determine whether significant differences exist between student achievement in each grade level, academic year, and tested subject area (mathematics and reading) based on various levels of socioeconomic status levels within the school. Socioeconomic status levels were determined by the percentage of student population within the middle school that received free or reduced cost lunch during that school year. Significant differences existed between every socioeconomic level, subject area, and grade level, and significant differences also existed between each academic year as well as the number of economically disadvantaged students passing both the reading and mathematics assessments in each academic year. Schools with higher poverty levels scored significantly lower on both subject areas in both academic years than their wealthier counterparts. Test scores were also significantly lower in 2013 than in 2012, and fewer economically disadvantaged students passed both reading and mathematics in 2013 than in 2012. Further research is suggested to determine whether the trend of higher poverty schools performing significantly lower on standardized assessments than wealthier schools will continue with the ongoing implementation of the Common Core curriculum.

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Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Cromartie, Michael Tyrone. "Faculty sense of academic optimism and its relationship to students' achievement in well performing high schools." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618567.

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The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as contributors to student achievement, little information exists to assist school leaders in identifying specific organizational practices that sustain collective teacher efficacy, academic emphasis, and trust in students and families. This study employs case study methodology to investigate faculties' interpretations of academic optimism by examining the organizational and instructional practices at three well performing Virginia high schools. Gathered data includes information obtained through direct interviews with 18 (six at each site) faculty members, observations from 12 (four at each site) classrooms, and a review of each school's vision or mission statements, improvement initiatives, and course offerings and enrollments.

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Books on the topic "Educational leadership. Academic achievement"

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White, Stephen H. Leadership maps. Lead + Learn Press, 2009.

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White, Stephen H. Leadership maps. Lead + Learn Press, 2009.

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Piercy, Thomasina. Compelling conversations: Connecting leadership to achievement. Advanced Learning Press, 2006.

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Literacy leadership teams: collaborative leadership for improving and sustaining student achievement. Eye On Education, 2009.

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Imperative leadership: What must be done for students to succeed. Lead + Learn Press, 2013.

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Finding your leadership focus: What matters most for student results. Teachers College Press, 2011.

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High-impact leadership for high-impact schools: The actions that matter most. Eye On Education, 2008.

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Leading learning: Change student achievement today! Corwin Press, 2010.

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Taylor, Rosemarye. Leading learning: Change student achievement today! Corwin Press, 2010.

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), Education Leadership Team (Or. Project Success for Oregon's educational future: A framework for leadership, action, and accountability. Oregon Dept. of Education, 2001.

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Book chapters on the topic "Educational leadership. Academic achievement"

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Tian, Huisheng, and Zhichang Sun. "Educational Psychology Basis of Academic Achievement Assessment." In Academic Achievement Assessment. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56198-0_7.

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Sanchez-Ruiz, Maria-Jose, Jamil El Khoury, George Saadé, and Miriam Salkhanian. "Non-Cognitive Variables and Academic Achievement." In Non-cognitive Skills and Factors in Educational Attainment. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_4.

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Lee, Jihyun, and Lazar Stankov. "Non-Cognitive Influences on Academic Achievement." In Non-cognitive Skills and Factors in Educational Attainment. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_8.

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Swanson, H. Lee, and Tracy Packiam Alloway. "Working memory, learning, and academic achievement." In APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. American Psychological Association, 2012. http://dx.doi.org/10.1037/13273-012.

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Karadağ, Engin, Fatih Bektaş, Nazım Çoğaltay, and Mikail Yalçın. "The Effect of Educational Leadership on Students’ Achievement." In The Factors Effecting Student Achievement. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56083-0_2.

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Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.

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Abstract The education system of the province of Ontario, Canada ranks among the best in the world and has been touted as a model of excellence for other countries seeking to improve their education system. In a system-wide reform, leaders used a political and professional perspective to improve student performance on basic academic skills. The school system rose to renown after this reform which moved Ontario from a “good” system in 2000 to a “great” one between 2003 and 2010 (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)). Premier Dalton McGuinty arrived in office in 2003 with education as his priority and was dubbed the “Education Premier” because of this mandate. His plan for reform had two primary goals: to improve student literacy and numeracy, and to increase secondary school graduation rates. McGuinty also wanted to rebuild public trust that had been damaged under the previous administration. The essential element of Ontario’s approach to education reform was allowing educators to develop their own plans for improvement. Giving responsibility and freedom to educators was critical in improving professional norms and accountability among teachers (Mourshed M, Chijioke C, Barber M. How the world’s most improved school systems keep getting better, a report McKinsey & Company. Retrieved from https://www.mckinsey.com/industries/social-sector/our-insights/how-the-worlds-most-improved-school-systems-keep-getting-better, (2010)) and the sustained political leadership throughout the entire reform concluding in 2013 provided an extended trajectory for implementing and adjusting learning initiatives. The Ministry of Education’s Student Achievement Division, which was responsible for designing and implementing strategies for student success, took a flexible “learning as we go” attitude in which the reform strategy adapted and improved over time (Directions Evidence and Policy Research Group. The Ontario student achievement division student success strategy evidence of improvement study. Retrieved from http://www.edu.gov.on.ca/eng/research/EvidenceOfImprovementStudy.pdf, (2014)). This chapter will discuss influences on the reform design and key components of strategies to support student and teacher development and build a relationship of accountability and trust among teachers, the government and the public. The successes and shortcomings of this reform will be discussed in the context of their role in creating a foundation for the province’s next steps towards fostering twenty-first century competencies in classrooms.

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Khine, Myint Swe. "Non-Cognitive Skills and Factors in Educational Success and Academic Achievement." In Non-cognitive Skills and Factors in Educational Attainment. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_1.

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McClean, Marva. "Disrupting the Hegemonic Construction of Student Achievement: Diasporic Spaces." In International Handbook of Educational Leadership and Social (In)Justice. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_27.

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Malloy, John, and Kenneth Leithwood. "Effects of Distributed Leadership on School Academic Press and Student Achievement." In How School Leaders Contribute to Student Success. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_5.

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Adler, Alejandro. "Well-Being and Academic Achievement: Towards a New Evidence-Based Educational Paradigm." In Future Directions in Well-Being. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56889-8_35.

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Conference papers on the topic "Educational leadership. Academic achievement"

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Manullang, Ricky, Melva Silitonga, and Tri Harsono. "Analysis of Learning Outcomes of Students Who Have High and Low Achievement Motivation in the Class XI Science Food Digestion System Material Medan 11 Public High School 2019/2020 Academic Year." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.013.

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Japemar, Rusdinal, and Ahmad Fauzan. "The Effect of Academic Supervision, School Leadership, Organizational Culture, and Achievement Motivation on Teachers’ Performance at Junior High Schools." In 2nd International Conference Innovation in Education (ICoIE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.214.

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Abdul Kadir, Suhaida, Zaidatol Akmaliah Lope Pihie, and Keetanjaly Arivayagan. "COMPARISON OF ACADEMIC ACHIEVEMENT ORIENTATION, CREATIVE LEADERSHIP, AND COLLABORATIVE SCHOOL CULTURE BASED ON TYPES OF SECONDARY SCHOOLS IN SELANGOR, MALAYSIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0917.

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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, which needs quick attention. The present study attempts to analyze the effect of independent variables assessment of self competence, open to change, networking, professional growth, emotional growth, spiritual growth, realistic expectations, interpersonal skills, conceptual skills, technical skills, leadership skills, attitude towards planet, ethical disposition, flexibility to work and orientation towards money on the dependent variable Employment readiness through Regression analysis. The findings suggest that students need to assess their self competence, develop an achievement orientation attitude and work on technical skills in order to become Employment ready. There are very few studies addressing this issue in Indian context and researchers could find no published empirical work analyzing the effect of all these variables on Employment readiness. This would serve as a strong base for researchers in similar field. This study is beneficial for academicians, policy-makers and academic regulatory bodies. Keywords: Employment readiness, Indian higher education, Generation y employment readiness, Employability of gen y.

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Abdullah Rozak, Lili, Sumarto, Aan Komariah, and Evy Segarawati Ampry. "Principal Leadership and Student Achievement." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.009.

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Shvedina, Svetlana. "Modern Educational Technologies For Ensuring Strategic Academic Leadership." In International Scientific and Practical Conference Education in a Changing World: Global Challenges and National Priorities. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.02.4.

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Gryshkova, Raisa. "Leadership in Ukrainian educational dimension." In Proceedings of the 3rd International Conference on Social, Economic, and Academic Leadership (ICSEAL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icseal-19.2019.40.

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Veresova, Marcela, and Lucia Foglova. "Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.91.

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Nurdin, Diding, and Bambang Ismaya. "Implementation of Transformational Leadership Aspect of "Inspirational Motivation" - Behavior in Leadership of Higher Education Academic Development." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007044305500553.

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Baranyi, Mate, and Roland Molontay. "Effect of Mathematics Remediation on Academic Achievement – A Regression Discontinuity Approach." In 2019 International Symposium on Educational Technology (ISET). IEEE, 2019. http://dx.doi.org/10.1109/iset.2019.00016.

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Reports on the topic "Educational leadership. Academic achievement"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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2

Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.

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