Relevant bibliographies by topics / School for Student Leadership (SSL)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School for Student Leadership (SSL)'

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Published: 19 February 2023

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Journal articles on the topic "School for Student Leadership (SSL)"

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Pardini, Agung, Ervan Jaya, Asep Ihsanudin, and Ade Munawar Luthfi. "The Implementation of Teacher Leader Collaboration; Start-Up Project Leadership, Sekolah Guru Indonesia." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 7, no. 2 (July 22, 2022): 242–54. http://dx.doi.org/10.31538/ndh.v7i2.2215.

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This article explored a learning cycle based on the collaboration of teacher leadership with students in solving actual problems through innovative and productive business start-ups. The purpose of this study is to describe the implementation of the Teacher Leader Collaboration; Start-up Project Leadership carried out during the pandemic. The Indonesian Teacher's School (SGI) during the pandemic has carried out a teacher-leader collaboration program to encourage teachers to innovate and collaborate. This research uses a qualitative case study approach. This research is on the SGI 2nd session teacher leader collaboration program. SGI is a training institution for teacher capacity building through the 10-teacher leadership curriculum, so researchers want to know the extent of the impact of implementing teacher-leader collaboration. The impact of implementing the Collaborative Teacher Leaders (KGP), Start-up Project Leadership (SPL) is not only for students and teachers but also for schools and parents. The impact of SPL on students; improves student creativity; motivates students; builds student character and increases student skills. The impact of DSS on teachers; develop teaching skills and teacher collaboration and develop teacher emotional intelligence. The impact of SPL on schools is that it can create a superior school culture. Finally, the impact on parents is that parents feel happy and proud to be able to collaborate with the school.
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Van Velsor, Patricia. "School Counselors as Social-Emotional Learning Consultants: Where Do We Begin?" Professional School Counseling 13, no. 1 (October 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300106.

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School counselors promote student social and emotional learning (SEL), which is fundamental to a school's academic mission. However, while recognizing the importance of SEL, many school stakeholders view it as secondary and/or important for only some students. To ensure delivery of SEL to all students, school counselors must embrace a service model based on prevention and reposition themselves as SEL consultants. This calls for advocacy, collaboration, and leadership, focused on systemic change in the schools.
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Bowers, Hannah, Matthew E. Lemberger-Truelove, and Greg Brigman. "A Social-Emotional Leadership Framework for School Counselors." Professional School Counseling 21, no. 1b (January 2017): 2156759X1877300. http://dx.doi.org/10.1177/2156759x18773004.

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Social-emotional learning (SEL) is an effective intervention focus associated with personal growth, student achievement, and behavioral regulation. The authors suggest that school counselors extend SEL practices into their leadership dispositions and behaviors. The authors offer implications for socially just school counseling practice, scholarship, and program evaluation.
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Kavanagh, Siobhán, PJ Sexton, and Sabrina Fitzsimons. "Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland." International Journal for Transformative Research 8, no. 1 (December 1, 2021): 20–32. http://dx.doi.org/10.2478/ijtr-2021-0003.

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Abstract Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.
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Wright, Paul M., Steven Howell, Jenn Jacobs, and Gabriella McLoughlin. "Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning." Journal of Amateur Sport 6, no. 1 (March 13, 2020): 125–45. http://dx.doi.org/10.17161/jas.v6i1.8635.

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Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed.
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Shaked, Haim, and Chen Schechter. "Systems school leadership: exploring an emerging construct." Journal of Educational Administration 52, no. 6 (August 26, 2014): 792–811. http://dx.doi.org/10.1108/jea-07-2013-0081.

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Purpose – The purpose of this paper is to explore how effective school principals use systems thinking, aiming to present the systems school leadership (SSL) approach – an approach where principals lead schools through the systems thinking concept and procedures. Design/methodology/approach – Participants were 28 Israeli school principals, selected as outstanding leaders by recommendations from their superintendents and according to their schools’ achievements. The study employed semi-structured interviews as well as focus groups. Generating themes was an inductive process, grounded in the various perspectives articulated by participants. Findings – Data analysis generated four main characteristics of SSL: leading wholes; adopting a multidimensional view; influencing indirectly; and evaluating significance. Research limitations/implications – Further research that will explore to what extent and how often principals use systems thinking is required. In addition, replication in various educational contexts is important in order to substantiate the validity of the SSL's characteristics. Beyond principals’ perceptions, more objective measures like direct observations are needed to evaluate actual implementation of SSL in diverse school settings. Practical implications – Identifying the SSL characteristics facilitates the development of practical processes for nurturing SSL in various stages of school leaders’ educational career. Originality/value – This paper provides a useful conceptual and empirical framework to evaluate SSL as a managerial approach.
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Bishop, Bri, Tracey Bishop, Lais Rumel, and Jenny Van de Werfhorst. "YOU’RE IN THE RED ZONE!" International Journal for Leadership in Learning 22, no. 1 (June 20, 2022): 93–116. http://dx.doi.org/10.29173/ijll6.

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The COVID-19 pandemic has highlighted the importance of mental health education in schools, specifically, teaching students the skills necessary to become emotionally regulated individuals. In response, many schools and school districts have made the development of social-emotional learning (SEL) a priority. To effectively meet students’ needs for SEL, teachers seek out readily available educational programs, such as the Zones of Regulation (ZOR) program. This autoethnography analyzes the personal experiences of four teacher-researchers in using the ZOR program. The teacher accounts identified common themes in SEL program implementation; a cohesive approach, teacher education, and administrative support are all essential for effective program delivery. The shared experiences underscore the importance of effective leadership practices in successful SEL program implementation. The conclusions drawn may be beneficial for school boards, school administration, and educational policymakers when making leadership decisions about SEL programming.
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Ryan, Antoinette M. "Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing." Journal of Educational Administration 58, no. 4 (June 16, 2020): 453–66. http://dx.doi.org/10.1108/jea-06-2019-0100.

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PurposeThis article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facilitate programs in their schools.Design/methodology/approachThis article explores an emergent pedagogy of wellness, which was developed in a small rural district that applied wellness programming, including mindfulness, with parallel learning experiences for leaders, staff members, students and families.FindingsThrough engagement with multiple local stakeholder groups in integrating themes of SEL, mindfulness and leadership wellness, the pedagogy of wellness emerged as a potential framework for improved organizational health, new conceptualizations of students’ success and opportunities for engagement of families in systemic organization of practices of care.Originality/valueConsideration of the preparation of leadership in wellness practices such as mindfulness is discussed, in light of the necessity to address the care and wellness needs of rural communities, toward the sustainability of the pedagogy of wellness.
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Želvys, Rimantas, Rita Dukynaitė, Jogaila Vaitekaitis, and Audronė Jakaitienė. "School leadership and educational effectiveness." Management 24 (May 29, 2019): 17–36. http://dx.doi.org/10.30924/mjcmi.24.si.2.

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This paper examines the links between student learning and school leadership focusing on Lithuania in comparative perspective. Different aspects of school leadership areas are being outlined, but after a more thorough analysis of the educational effectiveness perspective, it seems that the direct link between principal and student achievement is not that clear. In order to explain this, we further analysed the role which school autonomy plays in effective leadership and found that different countries chose different levels of power distribution. After revealing diversity in meta-analyses and reviews about the existing effect sizes of school decentralization we looked into different tasks on which school heads spend their time, and noticed that instructional leadership is most effective in adding value to student achievement. What exactly counts as instructional leadership is debated and may change depending on context. The presumption that leadership and school effectiveness are related, could be valid only if school accountability and autonomy particularities are taken into account, therefore the reforms in selection, recruitment and training of school heads could be expected to drive effectiveness of education systems only as far as the right balance of the three (accountability, autonomy, leadership) are found.
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Bush, Tony. "School leadership and student outcomes in Asia." Educational Management Administration & Leadership 45, no. 2 (January 29, 2017): 193–95. http://dx.doi.org/10.1177/1741143216686723.

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Dissertations / Theses on the topic "School for Student Leadership (SSL)"

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Joyce, Susan. "Investigating the impact of participation in alternative education from a positive youth development perspective : A case study of the School for Student Leadership." Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165522.

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The School for Student Leadership (SSL) has existed since 2001 as an alternative residential educational setting for Year 9 students in Victoria, Australia. It was designed in response to growing calls for more effective ways of engaging middle school students. A review of the literature illustrated a dearth of research regarding alternative programs and schools, particularly from a positive youth development (PYD) perspective, and relating to long term effects of participation. This study investigated student participants’ perceived development in relation to the Five Cs - Confidence, Competence, Character, Connection and Care, concepts derived from the framework of PYD. It also examined differences in perceptions of students attending a shorter five-week program, compared to the standard nine-week program, as well as differences between male and female participants. This case study was undertaken utilising a mixed methods approach, using pre and post program surveys and interviews. Between 2013 and 2014, 385 students were surveyed and 58 interviews conducted over nine program offerings. The participants were then followed up one year post program, with 172 surveys returned and 14 interviews conducted. With the assistance of computer software programs, both the quantitative and qualitative data was analysed and then triangulated to form the findings. Participants’ ratings for each of the Five Cs were higher at the end of the program, and effect sizes, though generally small, when combined with the qualitative data indicated the program as having a significant positive impact, although this diminished slightly one year post program. Little discernible difference was found between the five- and the nine-week programs, and only slight differences between the two genders. The set of recommendations that emanated from this research should be of assistance for both the SSL and other schools, particularly in relation to enhancing attributes such as the Five Cs.
Doctor of Philosophy
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Theodore, Kathleen. "Promoting Positive Student Development: A Qualitative Case Study of School-Wide Social and Emotional Learning in an Elementary School." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2554.

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Many schools have adopted social and emotional learning programs, but few schools have achieved significant impacts on student outcomes because of challenges with implementation quality. Although there is guidance on selecting evidence-based social and emotional learning programs for classroom use, schools need guidance on how best to integrate social and emotional learning in context. This study examines how an elementary school integrated school-wide social and emotional learning into its daily practices, using a qualitative single case study grounded in Bronfenbrenner’s ecological systems theory. The study, which was conducted during an eight-week period, identifies promising practices that could be beneficial for implementing and improving social and emotional learning practices. Data collection includes multiple sources of data, such as observations, document analyses, semi-structured interviews, and focus groups. Drawing upon Stake’s (1995) process for data analysis, the following themes emerge: (1) routines and shared practices, (2) physical environment and classrooms, (3) common language (4) school family, and (5) leadership support for social and emotional learning. The implications of this study support understandings of what integrated school-wide social and emotional learning programming look like in an elementary school context. Keywords: school-wide, integrated, social and emotional learning, SEL, school micro-contexts, elementary school, implementation, school-wide SEL programming.
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Philp, Gerald Martin. "Student leadership development in high school band /." Full-text of dissertation on the Internet (10.88 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/philpgm/philpgm_masters_05-06-2010.pdf.

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Monogue, Dana E. "Changing Student Demographics and Suburban School Leadership." Thesis, The University of Wisconsin - Milwaukee, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3709161.

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Principals and superintendents serving in four suburban school districts in Wisconsin experiencing significant increases in the numbers of students who identify as Hispanic or African American were studied to identify how these leaders were working to meet the needs of all learners in increasingly diverse public school contexts. This study aimed to answer three primary research questions: What resources, supports and strategies are employed by principals in suburban school districts experiencing significant demographic changes related specifically to increases in the number of students who identify as African American or Hispanic that helped them be successful in their roles? What do these school leaders need from their superintendents in order to successfully deliver on the promise of creating school environments within which all students succeed? How are superintendents in these suburban contexts increasing their competencies and supporting principals in proactively leading through racial demographic shifts in a society that has typically marginalized such groups of students? Leadership dispositions, knowledge, skills, and resources identified by building administrators necessary to successfully meet the challenge of actualizing success for all students are discussed and include growth mindset, a deep understanding of change management, a willingness to confront and disrupt, and a reliance upon peer collaboration. The superintendent/principal relationship is analyzed for relevance and impact on principal effectiveness and issues currently faced by district administrators serving in increasingly diverse suburban school districts are outlined. Results of this study illuminate opportunities for future research and implications on current practice in the field of educational administration.

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Odom, Natalie. "Elementary School Student Achievement: An Analysis of School Size and Student Achievement." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2983.

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Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Coefield, Cora Beatress. "School Leadership Practices, Student Socioeconomic Status, and Student Achievement in One Virginia School District." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/95940.

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The literature review for this study suggests that socioeconomic status is a factor in student achievement results. Over the decades the variety of factors contributing to the changes in the achievement gap among subgroups of students has consistently included such elements as educational attainment, employment and earnings, and neighborhoods affected by concentrated poverty. As the income gap has widened, so has the achievement gap between children in high- and low-income families (Reardon, 2011). The purpose of this study was to identify the perceptions of school leaders in one Virginia school division regarding the relationship among SES, leadership practices, and student achievement. Using a survey design that included qualitative analysis of free response questions allowed the researcher to examine K-12 administrators' perceptions of the relationship between SES and student achievement and the leadership practices they use to balance any effects of low SES on student achievement. This study was conducted through a survey of elementary, middle, and high school leaders. The survey participants were building level administrators within one diverse, school division. The administrators were at various stages of their career with a wide range of service years. The findings of this study identify school leaders' perceptions of the practices they should employ to mitigate the impact of SES on student achievement. School leaders perceive SES to have an impact on student achievement based on available resources, environmental experiences, and developmental skills students bring to school with them. The collective responses are important in helping school divisions make informed decisions to mitigate any negative impact low SES has on student achievement by understanding the community demographics and having the resources to help balance the impact of income-deprived communities. The variables mentioned in the qualitative data responses regarding the relationship among SES, leadership practices, and student achievement indicated that school leaders perceive their understanding of student and community culture, relationships, and high academic expectations as factors that can help mitigate the negative impact of low SES on student achievement. The identified leadership practices include building relationships, understanding community culture, and being visible.
Doctor of Education
Over the decades the variety of factors contributing to the changes in the achievement gap have consistently included such elements as educational attainment, employment and earnings, and neighborhoods affected by concentrated poverty. The literature review for this study suggests that socioeconomic status is a factor in student achievement results. As the income gap has widened, so has the achievement gap between children in high- and low-income families (Reardon, 2011). The purpose of this study was to explore administrative perceptions of the relationship between socioeconomic status (SES) and student achievement and to identify what leadership practices administrators use to mitigate the impact of socioeconomic status on student achievement in one Virginia school division. Using a survey with both qualitative and quantitative data allowed the researcher to investigate K-12 administrators' perceptions of the relationship between SES and student achievement and the leadership practices they use to balance any effects of low SES on student achievement. This study was conducted through a survey of elementary, middle, and high school leaders. The survey participants were building level administrators within one diverse, school division at various stages of their career with a wide range of service years. School leaders in the participating school division perceived SES and leadership practices to impact student achievement. They perceived leadership practices, including building relationships, understanding community culture, and being visible to have a mitigating effect on student achievement as long as school leaders have an understanding of the school and community cultural demographics and the resources to support student academic needs.
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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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Rubio, Armando. "Student misconduct and isolation from the school environment| A study of student, teacher, and administrator perceptions of school discipline at an urban middle school." Thesis, California State University, Los Angeles, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3681018.

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The study focused on school discipline and climate while exploring differences in perceptions of students, teachers and administrators about school discipline in an urban middle school. The data shows that participants experienced and observed the application of multiple disciplinary practices that resulted in the issuance of student removal from the instructional environment. The use of prevention, intervention and responses to misbehavior are all analyzed. Recommendations for improvement include the implementation of restorative justice and social skills curriculum.

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Weir, Dwight. "Using student voice to develop student leadership in an inner city school." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14144/.

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The lack of pupil voice activities within my work context influenced the introduction of a variety of opportunities for pupils to contribute to the leadership of their year group. In order for pupils to effectively lead, it was necessary to develop within them leadership skills. With the intention of promoting pupil voice, more specifically consultation and engagement (the lack identified by pupils), were used as the main tool to develop the content and delivery of the leadership development programme. This study assesses the extent to which consultation and engagement could be used to aid student leadership development in an inner city secondary school. During the research, pupils contributed the content for the leadership development programme and dictated how and when the content should be delivered. Pupils were given opportunities to exhibit the skills they developed when they acted as Head of Year and led their own research. Assessment of student leaders’ leadership skills along with their personal testimonies suggests that they developed leadership skills. The research shows that the experience, in which pupils were also given a plethora of engagement and consultation opportunities, helped pupils to overcome individual and collective concerns. The research proposes that consultation and engagement can be used to develop leadership within pupils. This can be done through pupil-influenced content, pupil-influenced tools and pupil-influenced-research. This research has proposed a model to develop leadership within pupils and in so doing makes an original contribution to existing pedagogy and knowledge.
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Davies, Patricia Marybelle. "Student leadership of ICT for learning in a high school." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/student-leadership-of-ict-for-learning-in-a-high-school(bf3d40b5-c1fa-4fb2-8390-0afb86ff5f82).html.

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The research in this thesis explores how and why student leadership of learning with ICT can impact the knowledge, practice and environment in one high school. Interest in student participation and student voice increased with the adoption of the UN Convention on the Rights of the Child over a decade ago by countries including the UK, USA and Australia, but questions remain as to whether or not this has resulted in schools becoming more democratic. Although much valuable research has been done relying on the views of students themselves, few studies actually examine student participation in school leadership. This research therefore seeks to further understanding in this area by exploring student participation in school ICT policymaking, and the consequences of this involvement.I set up a student-led project at an independent private secondary school in the south-east of England. This project, which lasted 8 months, became a lens through which I examine student leadership of ICT for learning. Twenty-five students aged 14–19 led staff at the school in developing research-based ICT policy statements for recommendation to the school’s senior management team. They formed a consortium in which the 13 staff members served as their ‘critical friends’, and worked with them in devising the policy recommendations. I studied this project over 33 months using case study methodology. Data generated through observations, participant interviews and document analysis, along with literatures in related fields of educational technology, educational leadership and student participation are used to address how and why student leadership of ICT for learning can contribute to changes in knowledge, practice and the school environment. Distinctly, the specific Doctoral research investigates the role of these students in leading learning with ICT from the perspective of a researching practitioner: not just what role they can and do play but also what are the consequences of their involvement in school policymaking. The findings show that (1) ICT leadership at the school is problematic, and students hitherto played no part in decision-making about school and classroom ICTs; (2) the student-led project highlighted the fact that students can provide knowledge and understanding about digital technologies, and that there is need for students and staff to develop a shared ethos about ICT for learning at the school; (3) students are quite capable of leading ICT changes in the knowledge, practice and environment at the school. The thesis goes further to use Bourdieu’s thinking tools—field, habitus, capital and strategy—to conceptualise student leadership in practice.
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Books on the topic "School for Student Leadership (SSL)"

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Seashore, Louis Karen, and Anderson Stephen E, eds. Linking leadership to student learning. San Francisco: Jossey-Bass, 2011.

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Protheroe, Nancy. Superintendents and principals: Providing leadership for student learning. Arlington, Va: Educational Research Service, 2005.

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S, Whitaker Kathryn, ed. Restructuring for student learning. Lancaster, PA: Technomic Pub. Co., 1996.

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National Conference of State Legislatures. Task Force on School Leadership. The role of school leadership in improving student achievement. Denver, CO: National Conference of State Legislatures, 2002.

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1946-, DeMary Jo Lynne, ed. The turnaround mindset: Aligning leadership for student results. Lanham: Rowman & Littlefield Education, 2011.

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G, Burgess David, and Dedmond Rebecca M, eds. Quality leadership and the professional school counselor. Alexandria, VA: American School Counselor Association, 1994.

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Assemblies & pep rallies: The best of leadership magazine. Reston, VA: The Association, 2004.

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

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

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The answer is in the room: How effective schools scale up student success. Thousand Oaks: Corwin Press, a joint publication with the HOPE Foundation, 2011.

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Book chapters on the topic "School for Student Leadership (SSL)"

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Chay, Josephine. "Leadership and student outcomes." In School Leadership in Malaysia, 158–74. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003098584-11.

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Feng, Daming. "Creating a Culture Fostering Student Development." In Understanding China’s School Leadership, 71–95. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0749-6_3.

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Mukhopadhyay, Marmar. "Student Services and Parental Involvement for School Effectiveness." In Academic Leadership, 169–80. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003376545-12.

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Leithwood, Kenneth. "The Ontario Leadership Framework: Successful School Leadership Practices and Personal Leadership Resources." In How School Leaders Contribute to Student Success, 31–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_3.

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Mundy, Joyce A. "Shared Voice and Vision: Fostering Professional Communities for Student Success." In Quandaries of School Leadership, 157–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_10.

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Sanrattana, Wirot, Forrest W. Parkay, and Mei Wu. "Student, Teacher, and Parental Perceptions of Elementary School Climate." In Reframing Transformational Leadership, 35–54. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-638-7_4.

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Leithwood, Kenneth. "School Leadership, Evidence-Based Decision Making, and Large-Scale Student Assessment." In Leading Student Assessment, 17–39. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1727-5_2.

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Guillaume, Rene. "Emotional Intelligence as a Means to Combat Funding Cuts: Meeting Student Academic Success and Promoting Well-Being in Challenging Financial Times." In Quandaries of School Leadership, 127–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_8.

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Gurr, David. "A Model of Successful School Leadership from the International Successful School Principalship Project." In How School Leaders Contribute to Student Success, 15–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_2.

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Sun, Jingping, and Kenneth Leithwood. "Leadership Effects on Student Learning Mediated by Teacher Emotions." In How School Leaders Contribute to Student Success, 137–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50980-8_7.

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Conference papers on the topic "School for Student Leadership (SSL)"

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Kelsey, Karishma, and Andrew J. Zaliwski. "Let’s Tell a Story Together." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3718.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and cultures, a different understanding of leadership in teamwork related to various management traditions, lack of student participation, and engagement in teamwork. Methodology: The above problems were solved on the basis of the novelty use of several tools usually used separately: a combination of case studies with visualization and current representation of knowledge related to the case study. The visualization context is provided by “rich picture” (as a part of SSM methodology) to create a shared understanding among students. Another ingredient of the proposed solution is based on Pacific storytelling tradition and the Pacific methodology of solving problems. Contribution: It was suggested the new delivery model strengthening advantages of case studies. Findings Studies and surveys made from 2009 to the present are promising. There is a visible improvement in students’ grades and observed changes in students’ behavior toward more active in-class participation. Recommendations for Practitioners: This paper focuses on implementation and technical aspects of the presented method. However, the application of the presented method needs robust and time-consuming preparation of the teacher before the class. Recommendation for Researchers: The current results show that the proposed method has the potential to improve students’ experience in applied business courses. The project is ongoing and will undergo progressive changes while collecting new experiences. The method may be applied to other types of courses. By focusing on the storytelling and rich picture, we avoid technological bias when we teach business problem-solving. We focus instead on teaching students the social-organizational interactions influencing the problem solution. Impact on Society Implementing of cultural sensitivity into the teaching process. Making teaching process more attractive for multicultural students. Future Research: Reducing teacher overload when using the method presented by the development of computerized tools. This is undergoing through utilizing Unreal Engine. Also, it is planned to enhance our team by artists and designers related to computer games.
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DeCuir, Amaarah. "Muslim Student Voices Inform Culturally Responsive School Leadership." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895123.

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Thaba-Nkadimene, Kgomotlokoa Linda, and Disego Vincentia Thobejane. "MENTORING EXPERIENCE OF STUDENT PRINCIPALS IN SOUTH AFRICAN SCHOOL LEADERSHIP PROGRAMME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1631.

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Jones, Julia, Charlotte Caroff, and Anne-Marie Chilton. "43 A new student led leadership programme at Warwick Medical School." In Leaders in Healthcare 2021. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/leader-2021-fmlm.43.

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Tranchina, Derek. "SWAT Team: A Student Leadership Club to Support Student School Connectedness and Teacher Technology Use." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686882.

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Allen, Lee, Louis Franceschini, and Deborah Lowther. "The Role of School Leadership in a Large-Scale Student Laptop Implementation." In InSITE 2010: Informing Science + IT Education Conference. Informing Science Institute, 2010. http://dx.doi.org/10.28945/1280.

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Shihabul Hassan, M., Prisca Singh, and Haroon Shah. "28 Healthcare leadership in medical school: delivering extra-curricular leadership teaching and opportunities through student-society events." In Leaders in Healthcare 2021. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/leader-2021-fmlm.28.

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Karo-karo, Alan Alfiansyah Putra, Albadi Sinulingga, and Rahma Dewi. "Character Building in Full Day School, Extracurricular and Student Athletes." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.52.

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Rocha-Beverly, Christel. "Leadership of Black, Male, Student-Athletes: High School Teachers' and Coaches' Beliefs and Behaviors." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688485.

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Dono-Koulouris, Marilyn, and Ann Marie Martino. "LEADERSHIP STYLE AS IT RELATES TO SCHOOL CLIMATE AND THE IMPACT ON STUDENT ACHIEVEMENT." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1165.

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Reports on the topic "School for Student Leadership (SSL)"

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Elliott, Kerry, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, and Katherine Henderson. School leadership that cultivates collective efficacy: Emerging insights 2022. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-694-9.

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The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy: Understanding Collective Efficacy; Systems Leadership; Change Leadership; Team Leadership; and Collaborative Capacity.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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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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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, February 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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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, February 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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