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Wendy Kopp: Leaders Must Commit to Make Change

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Measure: Instructional Leadership - Washington Elementary School

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Home > Report Home > 5Essentials Overall > Effective Leaders > Instructional Leadership

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Vicente's reflections:  Some participants in the Educ7100 class mistakenly wrote "sleep" as one of the words on the list

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Vicente's reflections:  Some participants in the Educ7100 class mistakenly wrote "sleep" as one of the words on the list

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Vicente's reflections: The thumb wrestling game needs to be seen from a "win-win" perspective.

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Vicente's reflections: The thumb wrestling game needs to be seen from a "win-win" perspective.

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1. Broad: only 2 main types of leadership, when more theories expected
Focused: authors justified why these 2 types of leadership were used

2.   Contradiction between the expectations of policymakers and the public with the quantitative research findings (P.3 of .pdf file, P.637 of article)

3. Yes, we think so - the gap is what the discrepancy between the policymakers' expectations for school leadership and the research evidence of the students' outcomes

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4. The purpose of this article is to address the paradoxical differences between the qualitative and quantitative evidence on leadership impacts by taking a fresh approach to the analysis of the quantitative evidence.
Do leaders have a weak or strong direct/indirect effect on student outcoms?
Public and policy makers suggest leaders make a substantive difference? is this true?
5. effect size
Although there are many different forms of effect size statistics, it can be defined as a standardized measure of the magnitude of an effect (Field, 2005).
6. limitations:
First, only 27 published studies were available for analysis and 5 of these could not be included in the first meta-analysis, which compared the effects of instructional, transformational, and other types of leadership.
The second limitation is our treatment of educational outcomes.

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7. We think that part of the research  question has has been answered.
8. Yes. Instructional leadership has 3 to 4 times of more impact than transformational leadership on student's outcome.
9.  Yes. they pointed the importance of integrated leadership in practical situation.

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10. No. The article kept a narrow focus on the impact of IL and TL on a limited number of schools.
11. No, just data
12. Kind of. They acknowledge the limitations and suggest if done again then use a larger sample size.