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School principals' use of student pe...

Soslau, David M.

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School principals' use of student performance data and the effects on student achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School principals' use of student performance data and the effects on student achievement./
作者:	Soslau, David M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2009,
面頁冊數:	136 p.
附註:	Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1874.
Contained By:	Dissertation Abstracts International70-06A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3363765
ISBN:	9781109234169

School principals' use of student performance data and the effects on student achievement.
Soslau, David M.

School principals' use of student performance data and the effects on student achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2009 - 136 p.

Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1874.

Thesis (Ed.D.)--Widener University, 2009.

The purpose of this study was to investigate the nature of school leadership. As an active school principal, the author of this study was interested in research that would further the understanding of school leadership in terms of increased student achievement. The underlying belief that guided this research was that school principals are ethically obligated to perform their functions so that students have the greatest opportunity for attaining academic success. The essential research question this study sought to answer was: Is there a significant relationship between the degree to which Pennsylvania elementary school principals collect, analyze, and use student level performance data and the overall performance of their schools in terms of student achievement?

ISBN: 9781109234169Subjects--Topical Terms:

2122799
Educational administration.

School principals' use of student performance data and the effects on student achievement.
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520 $a The purpose of this study was to investigate the nature of school leadership. As an active school principal, the author of this study was interested in research that would further the understanding of school leadership in terms of increased student achievement. The underlying belief that guided this research was that school principals are ethically obligated to perform their functions so that students have the greatest opportunity for attaining academic success. The essential research question this study sought to answer was: Is there a significant relationship between the degree to which Pennsylvania elementary school principals collect, analyze, and use student level performance data and the overall performance of their schools in terms of student achievement?
520 $a A researcher-developed survey was used in this study to test the hypothesis that through mediated and reciprocal effects, school principals can use data-related processes to increase student achievement. The survey was administered electronically to 64 principals selected through a stratified, purposeful sampling method to ensure geographic and school performance representation. Measures were compared to the corresponding schools' PSSA performance levels to determine if the data related processes correlated with higher student achievement. This study found that the practice of formative assessment in math is used to a greater degree in schools with the lowest socio-economic status and that the use of formative assessment in math accounts for up to 10% of the variability in math performance.
520 $a The findings of this study validate the importance of school leadership by indicating that principals can use data related functions to influence student achievement. In addition, this study supports the concept that principals' efforts and student achievement are linked through both mediated and reciprocal paths. It is hoped that the insights provided by this study establish useful entry points for practitioners and researchers making efforts to evaluate and implement strategies that increase students' opportunities for academic success.
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