PROMOTING PRINCIPALS' MANAGERIAL INVOLVEMENT IN INSTRUCTIONAL IMPROVEMENT
作者:
Alex Gillat,
Beth Sulzer‐Azaroff,
期刊:
Journal of Applied Behavior Analysis
(WILEY Available online 1994)
卷期:
Volume 27,
issue 1
页码: 115-129
ISSN:0021-8855
年代: 1994
DOI:10.1901/jaba.1994.27-115
出版商: Blackwell Publishing Ltd
关键词: performance management;feedback;public education;school principals;teacher behavior;academic skills
数据来源: WILEY
摘要:
Studies of school leadership suggest that visiting classrooms, emphasizing achievement and training, and supporting teachers are important indicators of the effectiveness of school principals. The utility of a behavior‐analytic program to support the enhancement of these behaviors in 2 school principals and the impact of their involvement upon teachers' and students' performances in three classes were examined in two experiments, one at an elementary school and another at a secondary school. Treatment conditions consisted of helping the principal or teacher to schedule his or her time and to use goal setting, feedback, and praise. A withdrawal design (Experiment 1) and a multiple baseline across classrooms (Experiment 2) showed that the principal's and teacher's rates of praise, feedback, and goal setting increased during the intervention, and were associated with improvements in the academic performance of the students. In the future, school psychologists might analyze the impact of involving themselves in supporting the principal's involvement in improving students' and teachers' performances or in playing a similar leadership role themselve
点击下载:
PDF
(1768KB)
返 回