Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement

By Robert J. Marzano. 2004

1,271 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2f0b0d8adb4f2e78468dfbf1cfad48d85c654211

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Citations in the corpus

Exploring the Causal Impact of the McREL Balanced Leadership Program on Leadership, Principal Efficacy, Instructional Climate, Educator Turnover, and Student Achievement (2015, unknown): “That meta-analysis (Waters et al., 2003) found a statistically significant relationship between schoollevel leadership and student achievement, and identified 21 individual leadership responsibilities (e.g., monitor instruction, involvement in curriculum, instruction and assessment, etc.) with…”
Revisiting the Importance of the Direct Effects of School Leadership on Student Achievement: The Implications for School Improvement Policy (2007, background): “In recent decades, the importance of effective instructional leadership on school performance has been well documented in the literature ( Gates, Ross, & Brewer, 2001 ; Leithwood, 1988 ; Purkey & Smith, 1983 ; Senge, 1990 ; Waters, Marzano, & McNulty, 2003 ).”
The Influence of School Administrators on Teacher Retention Decisions (2011, methodology): “In a meta-analysis of 70 empirical studies, Waters, Marzano, and McNulty (2003) find the average effect size of school leadership, broadly defined, on student achievement to be approximately .25.”
How Principals and Peers Influence Teaching and Learning (2010, background): “In their met-analysis, Waters et al. (2003) identified the fostering of shared beliefs and a sense of community and cooperation to be one of the most significant leadership predictors of student learning outcomes.”
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning (2015, background): “1996); spend time in classrooms so that they are aware of instructional practices in their schools (Waters et al. 2003); and empower teachers to work together by creating formal structures aimed at supporting teachers’ collaborative efforts to improve instruction and learning (Goddard et al.”
A Question of Trust: Predictive Conditions for Adaptive and Technical Leadership in Educational Contexts (2008, unknown): “A recent meta-analysis of the leadership literature ( Waters, Marzano, & McNulty, 2003 ) suggests that leaders who enact a balance of technical and adaptive leadership can effectively improve student achievement.”