Recently in education leadership research (principals and superintendents) Category

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September 15, 2016

Evidence-Based Programs: New Guidance Details What ESSA Means for Research

New federal guidance on using research to improve schools says district leaders and researchers alike have to think more about who benefits from an intervention and how.

July 20, 2016

Income Segregation in Schools Found to Rise by 40 Percent Since 1990

Segregation among students in public schools based on race has been a persistent and growing concern and, now, statistics show that income segregation may be growing as well.

May 20, 2016

SIG Study of Rural Schools Shows Links Between Technical Help, Implementation

"Reshaping rural schools in the Northwest Region: Lessons from federal School Improvement Grant implementation" was written by Caitlin Scott and Nora Ostler at the Regional Education Laboratory At Education Northwest, and prepared for the Institute of Education Sciences.

May 04, 2016

Teacher Evaluations: The Role of Principal Leadership and Trust

New research explores predictors of whether teachers will be comfortable with their evaluation systems.

December 10, 2015

Retirement May Weigh on Efforts to Diversify District Superintendency

The path to the superintendency seems to differ for men and women, an AASA study finds.

July 24, 2014

Some Nuance in the Image of the School-Hopping Turnaround Principal

Are successful principals school-hopping, or staying put?

September 23, 2013

Urban Extracurriculars Need Coordination, Study Finds

Study finds urban afterschool programs need mayoral support to coordinate services.

May 30, 2013

Study: Broader Data Use Could Improve Parent Involvement

A new analysis suggests ways school districts could help parents and policymakers make more informed comparisons of schools.

March 14, 2013

L.A. Chief John Deasy: Depoliticize Education Research

John Deasy, the newly reelected[SDS: neither re-elected nor re-appointed.-dv] chief of Los Angeles public schools, opened the annual meeting of the Association of Education Finance and Policy here with a call for researchers to help school and district administrators making decisions in hot political environments.

July 18, 2012

New Teacher Placement, Retention Can Exacerbate Achievement Gaps

Novice teachers disproportionately get assigned lower-performing students, and districts often do not work to retain the most effective newcomers, according to new analyses by Harvard University's Strategic Data Project.

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