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The Impact of Middle School Principals' Content Area Background in Improving Student Achievement
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The Impact of Middle School Principals' Content Area Background in Improving Student Achievement
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Description
Identifier
Diss
42
Author
Kenney, Tod J.
Title
The
Impact
of
Middle
School
Principals
'
Content
Area
Background
in
Improving
Student
Achievement
Publisher
Central Connecticut State University
Date
2008
Resource Type
Dissertation
Notes
The
findings
of this
quantitative
,
value-added
study
suggest
that the
nature
of the
content
area
background
of
middle
school
principals
has a
discernable
relationship
to
student
performance
outcomes
.
Student
achievement
was
substantially
lower
for
principals
certified
in
traditional
academic
content
areas
when
compared
to
data
associated
with
principals
certified
in
specialty
areas
noted
for
interpersonal
skills
. The
findings
have
implications
on
strategies
for the
hiring
of
administrators
. The
findings
support
the
need
for
distributed
leadership
practices
. The
conclusions
are
grounded
in
student
achievement
on the
state-level
assessments
mandated
by
NCLB
. If
content-area
background
is
representative
of a
person's
information-processing
capacities
,
termed
intelligences
by
Howard
Gardner
(1985)
,
it
may
serve
as a
signature
trait
to
identify
effective
instructional
leadership
and
transformational
leadership
.
Subject
Middle school principals
Academic achievement
Department
Department of Educational Leadership
Advisor
Sogunro, Olusegun Agboola
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713735029
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