"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.
Recently in education leadership research (principals and superintendents) Category
May 20, 2016
May 04, 2016
New research explores predictors of whether teachers will be comfortable with their evaluation systems.
December 10, 2015
The path to the superintendency seems to differ for men and women, an AASA study finds.
July 24, 2014
Are successful principals school-hopping, or staying put?
September 23, 2013
Study finds urban afterschool programs need mayoral support to coordinate services.
May 30, 2013
A new analysis suggests ways school districts could help parents and policymakers make more informed comparisons of schools.
March 14, 2013
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
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.
March 22, 2012
Recent research has regularly indicated that teacher coaching and high expectations for student behavior are characteristics of the most effective charter schools. In "Learning from Charter School Management Organizations: Strategies for Student Behavior and Teacher Coaching", researchers from the Center for Reinventing Public Education and Mathematica probe into exactly what those teacher coaching and behavior expectations look like.
October 24, 2011
A new study suggests principals who learn time scheduling and management delegation can gain the equivalent of an extra day each week for instructional leadership.