Research-based Instructional Practices of Effective Principals
C. Steven Bingham, Gardner-Webb University
Paula Egelson, Southern Regional Education Board
Karen L. Sanzo, Old Dominion University
Extant literature on evidence-based instructional strategies mediated by elementary and secondary school leaders is surprisingly scant. Seeking to fill the gap, the editors of this book have curated the research and craft knowledge of eminent and emergent practitioner scholars who collectively provide a starting place for aspiring and practicing principals.
Each author builds on research-based instructional practice in schools and districts in which they have worked, either as principals or as school-university or service-provider partners. They provide examples, action plans, frameworks, lessons learned, and strategies to successfully develop and implement research- based instruction and supporting structures in schools and classrooms.
University principal-preparation program planners, public school district leaders, and alternative leadership- preparation providers will find this book eminently useful. Similarly, members of National Association of Elementary School Principals, National Middle School Association, National Association of Secondary School Principals, University Council of Educational Administration Leadership for School Improvement Special Interest Group, Learning and Teaching in Educational Leadership Special Interest Group, and American Education Researchers Association Division A will find relevance to their work.
Preface, C. Steven Bingham. Acknowledgements. PART I: PREPARING PRINCIPALS TO BE INSTRUCTIONAL LEADERS. Principal Preparation: Coming Down from the Ivory Tower, Barbara B. Howard. PART II: SUPPORTING IMPROVED INSTRUCTIONAL LEADERSHIP. Advancing Principal Instructional Leadership Through Job-Embedded Learning: A Conceptual Framework, C. Steven Bingham. Helping Best Practices Win: How School Leaders Can Impact Instruction, Parry Graham. Principal Observation of Teachers: Let’s Coach Student Centered and Evidence Based, Mark Y. Lineburg. PART III: ADVANCING TURN-AROUND INSTRUCTIONAL LEADERSHIP. Leading the Way in the Mississippi Delta, Jill Cabrera, Jacqueline Craven, Tom Brady and Michael Putnam. Opportunity Culture: Maximizing Teacher Leaders Support Instructional Culture, Alison Welcher. High Octane Instructional Leadership: The Attributes of Turnaround Leaders, Doris Candelarie and Susan Korach. PART IV: LEADING INSTRUCTION FOR IMPROVED LITERACY. How Three Principals Successfully Implemented Research-Based Instructional Initiatives in Their Schools, Paula Egelson, John Uhn and Fran Cowart. Leading a Literacy Revolution: How School Leaders Start and Sustain Instructional Shifts, Jill Potts. Five Research-based Strategies for Early Elementary School Literacy Success, J. Richard Gentry and Susan E. Sturock. PART V: LEADING WITH DATA TO IMPROVE INSTRUCTION. Working With Actionable Data by Assessing Distributed Instructional Leadership, Mark Blitz. Using Data and Supporting Data Use: The Case of POWER Block, Timothy A. Drake, Eddie Price, Dana Jernigan, T. Bennett Jones, Kelley Johnson, and Bonnie Fusarelli. Principal as Effective Data Leader: From Research to Practice, Kimberly Kappler Hewitt. PART VI: LEADING INSTRUCTION IN THE NEW GLOBAL VILLAGE. The Global Field Experience in an Ed.D. Program: Academic Importance Personal Engagement, and Professional Applications, Arnold B. Danzig, Rocio Dresser, Betsy Fitch, Delnaz Hosseini, and Radha Aravamudhan. Bringing the “Good”: The Urgency of Remarkable School Leadership in Disruptive Times, John Fischetti and Scott Imig. About the Authors. About the Contributors.
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