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Linking Leadership to Student Learning / Edition 1

Linking Leadership to Student Learning / Edition 1


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Linking Leadership to Student Learning / Edition 1

Linking Leadership to Student Learning

Linking Leadership to Student Learning clearly shows howschool leadership improves student achievement. The book is basedon an ambitious five-year study on educational leadership that wassponsored by The Wallace Foundation. The authors studied 43districts, across 9 states and 180 elementary, middle, andsecondary schools. In this book, Kenneth Leithwood, Karen SeashoreLouis, and their colleagues report on what they found. Theyexamined leadership at each organizational level in the schoolsystem—classroom, school, district, community, and state.Their comprehensive approach to investigating school leadershipoffers a balanced understanding of how the structures within whichleaders operate shape what they do. The results within will havesignificant implications for future policy and practice.

Praise for Linking Leadership to Student Learning

"Kenneth Leithwood and Karen Seashore Louis offer a seminal newcontribution to the leadership field. They provide a rich andauthoritative evidence base that demonstrates clearly just whyschool leadership is so important and how it promotes successfulstudent learning."—Pamela Sammons, Ph.D., Professor ofEducation, Department of Education, University of Oxford,Oxford

"This ambitious, groundbreaking, and thought provoking treatmentof the link between school leadership and student learning is atestament to the outstanding work of these exemplary scholars. Thisis a 'must read' for academics and practitionersalike."—Martha McCarthy, President's Professor, LoyolaMarymount University, and Chancellor's Professor Emeritus, IndianaUniversity

"The question is no longer whether school and district leader'simpact student learning, but rather how they do it. The authorsprovide a convincing answer, one that recognizes the crucialinteraction between leader and locality."—Daniel L. Duke,Professor of Educational Leadership, University of Virginia

Product Details

ISBN-13: 9780470623312
Publisher: Wiley
Publication date: 12/06/2011
Pages: 320
Sales rank: 505,941
Product dimensions: 7.00(w) x 9.20(h) x 0.90(d)

About the Author

Kenneth Leithwood is professor emeritus at the OntarioInstitute for Studies in Education (OISE) at the University ofToronto.

Karen Seashore Louis is Regents Professor ofOrganizational Leadership, Policy, and Development, and Robert H.Beck Chair in the College of Education and Human Development at theUniversity of Minnesota.

Table of Contents

Figures and Tables ix

Acknowledgments xiii

About the Authors xv

About the Contributors xvii

Foreword xix
Michael S. Knapp

Preface xxiii

1 Leadership and Learning: The Critical Connection 1


2 Collective Leadership: The Reality of Leadership DistributionWithin the School Community 11
Kenneth Leithwood and Doris Jantzi

3 Shared and Instructional Leadership: When Principals andTeachers Successfully Lead Together 25
Karen Seashore Louis and Kyla Wahlstrom

4 Distributed Leadership in Action: A Complex Pattern of People,Tasks, and Goals 42
Stephen E. Anderson

5 Core Practices: The Four Essential Components of theLeader’s Repertoire 57
Kenneth Leithwood

6 An Up-Close View of Instructional Leadership: A GroundedAnalysis 68
Kyla Wahlstrom


7 How to Harness Family and Community Energy: TheDistrict’s Role 89
Molly F. Gordon and Karen Seashore Louis

8 Confidence for School Improvement: A Priority for Principals107
Kenneth Leithwood, Blair Mascall, and Doris Jantzi

9 Principal Effi cacy: District-Led Professional Development119
Kenneth Leithwood, Stephen E. Anderson, and Karen SeashoreLouis

10 Succession: A Coordinated Approach to Leadership Distribution142
Blair Mascall and Kenneth Leithwood

11 Data Use: An Exploration from the District to the School158
Stephen E. Anderson, Kenneth Leithwood, and Karen SeashoreLouis

12 The “District Difference”: A New Perspective onthe Local Challenges for Improvement 181
Stephen E. Anderson and Karen Seashore Louis

13 Case Studies: District Responses to State Leadership203
Karen Seashore Louis, Stephen E. Anderson, and EmandaThomas

Conclusion 227

Appendix A: Scale Reliability for Variables 237

Appendix B: Additional Evidence Related to Chapter Seven 241

Notes 247

References 257

Index 275



P.1 Leadership Infl uences on Student Learning xxvii

2.1 The Indirect Effects of Collective Leadership on StudentAchievement 16

2.2 Relationships Between Sources of Collective LeadershipInfluence and Student Achievement 22

3.1 Race/Ethnicity, Poverty, Focused Instruction, andAchievement in 138 Schools 29

3.2 Leadership and Focused Instruction in 138 Schools 32

3.3 Professional Community, Focused Instruction, and StudentLearning in 138 Schools 34

3.4 Effects of Principals’ Leadership Behavior on Teachersand Student Achievement 36

7.1 Relationship Between District Support for CommunityInvolvement and School-Level Engagement, as Measured byPrincipal’s Perceptions of Parent Influence 101

7.2 Shared Leadership and Student Achievement 103

9.1 Principals’ Views of District Actions to SupportProfessional Growth 137

10.1 Testing the Mediated Effects of Principal Turnover onStudent Achievement 151

11.1 How District Approaches to Data Use Influence StudentAchievement 164

12.1 Principal Perceptions of District Actions Related toImproved Teaching and Learning 188

C.1 Source of Ideas About Integrative Leadership in Education234


2.1 Sources of Infl uence on School Decisions Ranked fromWeakest to Strongest 18

2.2 Correlations Between Sources of Leadership, MediatingVariables, and Achievement 19

3.1 Relationship Between Survey Variables and StudentAchievement: Correlation Coefficients 35

4.1 Sample School Characteristics 45

5.1 Core Leadership Practices and Practices Deemed Helpful byTeachers and Principals 65

6.1 Top vs. Bottom 20% Mean Teacher Ratings per Building onFactor 1 71

6.2 Top vs. Bottom 20% Mean Teacher Ratings per Building onFactor 2 73

6.3 Teachers’ Ratings of Principals in the Top 20% vs.Bottom 20% by Building Level 79

6.4 Relationships Between Instructional Leadership, SchoolLevel, and Student Achievement 82

8.1 District Antecedents of School Leader Efficacy: CorrelationCoefficients 112

8.2 Leader Effi cacy Relationships with School Leader Practicesand School and Classroom Conditions 114

8.3 Leader Effi cacy Relationships with Mean Achievement Gainand Percentage of Students at State Proficiency Level 115

9.1 District Conditions Associated with Principal Efficacy121

10.1 Summary of Survey Results 150

10.2 Relationships Among the Variables 150

11.1 Relationship Between Principal and District Data Use166

11.2 Extent of Principal Data Use 170

11.3 Principals’ Attention to Conditions Affecting DataUse 176

13.1 Characteristics of a Sample of Smaller and Medium-SizeDistricts 221

B.1 Factors Associated with Diversity of Membership onSchool-Site Councils 243

B.2 Factors Associated with Principals’ Openness toCommunity Involvement 243

B.3 Principal Survey: Factors Associated with 2005–2006Student Achievement Scores in Math at the Building Level 244

B.4 Teacher Survey: Factors Associated with 2005–2006Student Achievement Scores at the Building Level 245

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