Observations, logs, interviews, and surveys will be used to examine how participation in the NISL program affects the knowledge and practice of participating school principals.ģ0 primary school principals will be assigned to delay participation in the NISL program for a year. The study will also include surveys and qualitative data collection that are intended to complement the randomized trial by supporting the identification of factors that may be associated with the effectiveness or ineffectiveness of NISL. Principals will be followed for three years.Ħ0 primary school principals, teacher surveys, third and fourth grade students' performance on reading and mathematics.Ī delayed-treatment experimental design is being used in which 30 primary school principals will be randomly assigned to begin participating in the NISL program while 30 others will be assigned to delay participation for a year. A delayed-treatment experimental design is being used in which 30 primary school principals will be randomly assigned to begin participating in the NISL program while 30 others will be assigned to delay participation for a year. Participants in this study are drawn from a large urban school district serving substantial numbers of students from low income families and diverse racial/ethnic backgrounds. Student Level(s) of Education: Elementary School NISL is designed to develop principals' capacity to lead intensive instructional improvement efforts in their schools. The current study is designed to address these gaps in the empirical literature by evaluating the National Institute for School Leadership (NISL) a district-level strategy for improving student achievement by developing principals' knowledge and skills. Leadership & Policy in Schools, 6(1), 103-125.Ī large urban school district serving substantial numbers of students from low income families and diverse racial/ethnic backgrounds. Taking a distributed perspective to the school principal's workday. School Context and Individual Characteristics: What Influences Principal Practice? Journal of Educational Administration. Goldring, E., Huff, J., May, H., & Camburn, E. Studies with a star ( This study is registered in REES) indicate that they are also registered in REES.Īssessing the Impact of Principals' Professional Development: An Evaluation of the National Institute for School LeadershipĪssociate Professor, University of Pennsylvania Graduate School of Education & Senior Researcher, Consortium for Policy Research in Key Staff:Ĭarol Barnes, Eric Camburn, Ellen Goldring, Henry May, James Spillane The WWC RCT Registry is no longer active but the information for all studies that were registered is provided below. Until its most recent web update, the What Works Clearinghouse maintained a Registry of Randomized Controlled Trials in Education (WWC RCT Registry).
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