Assessing Instructional Leadership with the Principal Instructional Management Rating Scale
Assessing Instructional Leadership with the Principal Instructional Management Rating Scale

Author: Philip Hallinger

Publisher: Springer

Published: 2015-05-22

Total Pages: 210

ISBN-13: 3319155334

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This volume provides a succinct up-to-date summary of global research on principal instructional leadership as it has evolved over the past 50 years. The book’s particular focus is on the development and use of the Principal Instructional Management Rating Scale (PIMRS). The PIMRS is the most widely used survey instrument designed for assessing instructional leadership for research and practice. It has been used in more than 250 studies in more than 30 countries around the world. The authors provide a detailed conceptual and data-based description of the rationale and development of the instrument as well as the ways in which it has been used in practice. The book also provides, for the first time, a comprehensive assessment of the scale’s measurement properties. This represents essential information for future users of the instrument across different national contexts. Finally, the volume outlines an agenda for improving future research on the role of principal instructional leadership in student learning and school effectiveness.

Invitational Education
Invitational Education

Author: John M. Novak

Publisher:

Published: 2001

Total Pages: 62

ISBN-13:

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Focuses on means of communication used in the classroom by which teachers inform students of their progress and achievement.

Educational Measurement
Educational Measurement

Author: Robert L. Brennan

Publisher: Rowman & Littlefield

Published: 2023-10-03

Total Pages: 804

ISBN-13: 1493082256

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Educational Measurement has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of Educational Measurement is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. Edited by Robert Brennan and jointly sponsored by the American Council on Education (ACE) and the National Council on Measurement in Education, the fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. Topics covered are divided into three subject areas: theory and general principles; construction, administration, and scoring; and applications. The first part of the book covers the topics of validation, reliability, item response theory, scaling and norming, linking and equating, test fairness, and cognitive psychology. Part two includes chapters on test development, test administration, performance assessment, setting performance standards, and technology in testing. The final section includes chapters on second language testing, testing for accountability in K-12 schools, standardized assessment of individual achievement in K-12 schools, higher education admissions testing, monitoring educational progress, licensure and certification testing, and legal and ethical issues.

An Examination of the Relationship Among and Between Teacher Satisfaction, School Funding, and Student Achievement in North Carolina
An Examination of the Relationship Among and Between Teacher Satisfaction, School Funding, and Student Achievement in North Carolina

Author: Melanie Nantz McKenzie

Publisher:

Published: 2003

Total Pages: 246

ISBN-13:

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The overall goal of the research was to examine what, if any, relationship exists among and between teacher satisfaction, school funding (local and total), and student achievement on end of grade (EOG) tests in grades 3-8 in reading and math in North Carolina in 2001-2002. Data from the North Carolina Working Conditions Survey were utilized to determine the level of teacher satisfaction in five areas: use of time, facilities and resources, leadership, empowerment, and professional development. Teacher turnover was also examined as a factor of teacher satisfaction, and both, along with funding, were analyzed to determine their impact on student achievement. This study determined that neither teacher satisfaction nor total school funding was highly related to student achievement. Teacher turnover, however, was found to be moderately negatively related to student achievement at a statistically significant level. Even when teachers who chose to leave due to retirement, family relocation, childcare, and death were factored out of the turnover rate, a statistically significant, moderately negative relationship still existed. Local school funding levels were also found to be slightly positively related to student achievement. A further finding of this research indicated that the combination of low levels of local school funding and interrelated issues such as teacher turnover and free/reduced lunch ratios do exhibit statistically significant relationships with student achievement. A medium correlation between teacher turnover and free/reduced lunch rates was also noted. A combination of high teacher turnover and low SES or free/reduced lunch ratios seems to predict low student achievement on EOG tests.