Principals’ Data-Driven Practice and Its Influences on Teacher Buy-in and Student Achievement in Comprehensive School Reform Models
作者： Sun Young Yoon
DOI: 10.1080/15700763.2016.1181187
关键词:
摘要: ABSTRACTThis study investigates: (1) how principals’ data-driven practices may vary by and school backgrounds that changes over time; (2) influence teacher buy-in; (3) teachers’ buy-in student outcomes. This uses data from the Study of Instructional Improvement (SII). More-experienced principals tend to be less than less-experienced principals. The more likely are use in their practices, teachers buy into programs, experienced improve school-level buy-in. Collective improves three years is positively associated with students’ reading achievement.
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