School Leadership that Works: From Research to Results

By Shana Goldwyn. 2007

1,818 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e3a810117128a607d6853ed2ce92af2fdf743e09

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Citations in the corpus

Why Some Teachers Resist Change and What Principals Can Do About It (2006, methodology): “During second-order change, not only must principals become more knowledgeable of curriculum/instruction/assessment, but it is also particularly important for them to lead the charge as change agents (Marzano et al., 2005).”
Statewide Implementation of Evidence-Based Programs (2013, background): “Nord and Tucker (1987), Khatri and Frieden (2002), Klein (2004), Barber and colleagues (2009), and others have noted the critical role of external facilitation when attempting to produce systemic change.”
Leadership Style and Organizational Learning: The Mediate Effect of School Vision. (2010, methodology): “The spotlight here is on transformational leadership and on organizational processes, employing effective methods to increase the team’s efficiency and productivity (Leithwood and Jantzi, 2005; Marzano et al., 2005).”
Implementing a Multi-Tiered System of Support (MTSS): Collaboration Between School Psychologists and Administrators to Promote Systems-Level Change (2015, neutral): “Most reference and promote these overlapping terms: ‘‘shared leadership’’ (Sergiovanni, 2005), ‘‘distributed leadership’’ (Spillane, 2006), and ‘‘leverage leadership’’ (Marzano, 2005).”
Key Stakeholders' Perceptions of Effective School Leadership (2012, background): “…considerable interest internationally and nationally where research has overwhelmingly concluded that effective school leadership and effective schooling are inseparable from one another (Dinham, 2007; Hallinger and Heck, 2010; Marzano et al., 2005; Riley and Louis, 2000; Sergiovanni, 2000).”
The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types (2008, background): “A synthesis by the London Institute of Education found only eight studies (Bell et al., 2003), whereas the meta-analysis of Marzano et al. (2005) located 70 studies, 60 of which were unpublished theses or conference papers.”
The Impact of Principal Leadership Behaviors on the Efficacy of New and Experienced Middle School Teachers (2011, background): “The principal is aware of the details and concerns regarding the functioning of the school and uses this information to address current and potential problems (Hipp, 1996; Marzano et al., 2005).”
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature (2019, methodology): “Prior meta-analyses on school leadership have drawn the overwhelming majority of their sample from studies conducted prior to 2001 and use vote counting or effect-size summation estimation techniques (Marzano et al., 2005; Robinson et al., 2008; Witziers et al., 2003).”
Learning leadership matters (2014, background): “Over the past 20 years, research in the USA and elsewhere has consistently shown that school leaders, by exercising instructional and transformational leadership practices, have a positive but indirect influence on school and student outcomes (Hallinger and Heck, 1996; Hoy et al., 2002; Jacobson and”