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The Effects of a Principal Professional Development Program Focused on Instructional Leadership

Author

Listed:
  • Mariesa Herrmann
  • Melissa Clark
  • Susanne James-Burdumy
  • Christina Tuttle
  • Tim Kautz
  • Virginia Knechtel
  • Dallas Dotter
  • Claire Smither Wulsin
  • John Deke

Abstract

The Institute of Education Sciences conducted a random assignment study of an intensive professional development program for elementary school principals.

Suggested Citation

  • Mariesa Herrmann & Melissa Clark & Susanne James-Burdumy & Christina Tuttle & Tim Kautz & Virginia Knechtel & Dallas Dotter & Claire Smither Wulsin & John Deke, "undated". "The Effects of a Principal Professional Development Program Focused on Instructional Leadership," Mathematica Policy Research Reports 817944d71e4e4ce3860da4902, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:817944d71e4e4ce3860da490225c8d1e
    as

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    File URL: https://www.mathematica.org/-/media/publications/pdfs/education/2019/ppd-instructional-leadership-fnlrpt.pdf
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    References listed on IDEAS

    as
    1. Douglas N. Harris & Stacey A. Rutledge & William K. Ingle & Cynthia C. Thompson, 2010. "Mix and Match: What Principals Really Look for When Hiring Teachers," Education Finance and Policy, MIT Press, vol. 5(2), pages 228-246, April.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    principal professional development; instructional leadership; student achievement; random assignment; individualized coaching; school climate; principal retention;
    All these keywords.

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