How does leadership affect student achievement? Results from a national US survey

By Karen Seashore Louis, B. Dretzke, K. Wahlstrom. 2010

641 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/3074aaa9755bc77f8cd7881dd63fbd4f979c79f4

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Citations in the corpus

Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “Seashore Louis et al. (2010) provided evidence that PIL has a positive influence on building a school culture in which teachers create strong norms and values aligned with learning and benefit from reflections on instructional issues.”
Toward an Evolving Conceptualization of Instructional Leadership as Leadership for Learning: Meta-narrative Review of 109 Quantitative Studies across 25 Years. (2017, background): “Recent investigations have found that principals who emphasize instructional leadership behaviors have a stronger positive impact on student achievement than principals who emphasize other styles of leadership behaviors (Heck and Hallinger, 2009; Louis et al., 2010; Robinson et al., 2008).”
The relationships between school autonomy gap, principal leadership, teachers’ job satisfaction and organizational commitment (2017, methodology): “These concepts were operationalized and measured using existing scales (Aelterman et al., 2002; Gibson and Dembo, 1984; Hulpia et al., 2009; Leithwood and Jantzi, 1999; Louis et al., 2010; Maslowski, 2001; Pearson and Hall, 1993; Staessens, 1990).”
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, methodology): “For example, Bolam et al. (2005) found that higher student achievement was related to the extent that schools had strong professional communities, while Louis et al. (2010) reported that professional community was not a significant predictor of students’ mathematics achievement.”
Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, methodology): “…of teaching and learning, curriculum, and for staff motivation and capacity development (e.g., Bossert et al., 1982; Bryk and Schneider, 2003; Hallinger and Heck, 2010; Heck, Larsen, and Marcoulides, 1990; Louis, Dretzke, and Wahlstrom, 2010; Marks and Printy, 2003; Mulford and Silins, 2003).”
The use of theory in school effectiveness research revisited (2013, background): “Louis, Dretzke, and Wahlstrom ( 2010 ) have coined the term “focused teaching” for such a generalized strategy.”
A longitudinal study of principals' activities and student performance (2012, background): “(2009) later analysis of English school data found evidence for leaders' influences on the level of collaborative culture in school faculty, and Louis, Dretzke, and Wahlstrom's ( 2010 ) examination of US schools suggested that instructional leadership in schools relate strongly to the levels of prof”
External mandates and instructional leadership: school leaders as mediating agents (2012, background): “The larger project and the complex sampling strategy for schools, and teachers are described in detail elsewhere (Louis et al., 2010a).”
Successful Leadership: A Review of the International Literature (2013, neutral): “89 Louis et al. (2010).”