A longitudinal study of principals' activities and student performance

By Henry May, Jason Huff, Ellen B. Goldring. 2012

119 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/c1b3f0877bbd293783a3324954c4aed085d5e94d

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Citations in the corpus

Assessing the Effects of a School-Wide Data-Based Decision-Making Intervention on Student Achievement Growth in Primary Schools (2016, methodology): “May, Huff, and Goldring (2012) and Grissom, Loeb, and Master (2013) used this modeling strategy to link principals’ instructional leadership to student performances using large-scale longitudinal data on schools, principals, and students.”
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, background): “For example, May et al. (2012) relate the time principals spend on building operations with measures of student growth, which we coded as administration.”
Effective Instructional Time Use for School Leaders (2013, background): “Then, building on time-use studies reaching the surprising conclusion that time spent on instruction broadly bears little relationship with improved outcomes (e.g., Horng, Klasik, & Loeb, 2010; May et al., 2012), we examine how principals in different kinds of schools spend time on specific task are”
Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness (2015, background): “Studies of principal time use using in-person observations and daily logs show that principal time spent on organizational management (e.g., personnel, budgeting) and operations predicts student achievement and other school outcomes (Horng et al., 2010; May et al., 2012).”
Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal (2018, background): “…findings from the few large-scale studies of principal time use showing that principals who spend more time on instruction see no different student achievement growth in their schools, on average, than principals who spend less time (Grissom et al., 2013; Horng et al., 2010; May et al., 2012).”