The Influence of Principal Leadership on Classroom Instruction and Student Learning

2012 ◽  
Vol 48 (4) ◽  
pp. 626-663 ◽  
Author(s):  
James Sebastian ◽  
Elaine Allensworth
Keyword(s):  
Student Learning ◽  
Principal Leadership ◽  
Classroom Instruction

scholarly journals Pengaruh Kepemimpinan Kepala Sekolah, Kompetensi Guru dan Etos Kerja Guru terhadap Prestasi Belajar Siswa

2019 ◽  
Vol 9 (1) ◽  
pp. 43-50
Author(s):  
Henni Marlinah
Keyword(s):  
Student Learning ◽  
Principal Leadership ◽  
Significant Influence ◽  
Work Ethic ◽  
Sampling Technique ◽  
Teacher Competence ◽  
Learning Achievement ◽  
Independent Variables ◽  
Student Achievment ◽  
Research Show

The purposse of this research is to know the influence principal’s leadership, teacher competence and work ethic of teacher toword on student’s learning achievement at SMPN south tangerang city in pamulang district. This hypothesis is made to know that there are positive and significant influence both partially and simultaneously between independent variables with dependent variable. The method used in this research is quantitative. While the sample in this research are the all teachers at SMPN south tangerang city in pamulang district which amounted to 140 people using Slovin sampling technique to find samples that will be used to random respndents. The results of these research show that the effected parcially between leadership of the principal on the positive student learning achievement of thitung 2,242 at a significant level of 0,027. There is partial influence between the competence of teachers to student achievement of thitung 2,428 at a significant level of 0,016. There is patial influence between work athic of teacher to positive student learning achievement equal to thitung 2,262 at a significant level 0,025. And simultaneous relationships occur between the pricipal’s leadership, teacher competence and work ethic of teachers on positive student learning achievement of fhitung 3,741 with a significant level of 0,013. So, this hypothesis can be concluded there is positive and significant influence between principal leadership, teacher competence and work ethic of teacher to student achievment both partially and simultaneously.

Discussion-Based Teaching

2020 ◽  
pp. 78-96
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Student Learning ◽  
Classroom Instruction ◽  
College Classroom ◽  
Large Classes ◽  
Class Participation

This chapter focuses on discussion-based teaching. It is about discussion-based learning as much as discussion-based teaching. Because discussion and lecture are the two most common forms of college classroom instruction, it is essential to consider the merits, value, and benefits of each when planning and delivering instruction for students. The chapter explains why discussion is used in teaching and how it can be used to promote student learning. It explores the types of challenges teachers confront in using discussion-based teaching, and how to address those challenges. The chapter also considers ways to begin discussions in class and then sustain and conclude them, and it provides general guidelines for class participation in both small and large classes.

scholarly journals A Model of the Use of Evolutionary Trees (MUET) to Inform K-14 Biology Education

2017 ◽  
Vol 79 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Yi Kong ◽  
Ankita Thawani ◽  
Trevor Anderson ◽  
Nancy Pelaez
Keyword(s):  
Student Learning ◽  
Conceptual Model ◽  
Classroom Instruction ◽  
Biology Education ◽  
Biological Research ◽  
Evolutionary Trees ◽  
Teaching Materials ◽  
Modeling Framework ◽  
Future Studies ◽  
Improve Student Learning

Evolutionary trees are powerful tools used in modern biological research, and commonly used in textbooks and classroom instruction. Studies have shown that K-14 students have difficulties interpreting evolutionary trees. To improve student learning about this topic, it is essential to teach them how to understand and use trees like professional biologists. Unfortunately, few currently used teaching frameworks for evolution instruction are designed for this purpose. In this study we developed the Model of the Use of Evolutionary Trees (MUET), a conceptual model that characterizes how evolutionary trees were used by professional biologists as represented in their research publications. The development of the MUET was guided by the Concept-Reasoning Mode of representation (CRM) model as well as a “model of modeling” framework. The MUET was then used to review instructional and assessment material for K-14 classrooms. Future studies with the MUET may inform the development of teaching materials for K-14 classrooms aimed at improving students’ understanding of and learning about evolutionary trees.

Conceptualizing the critical path linked by teacher commitment

2015 ◽  
Vol 53 (5) ◽  
pp. 597-624 ◽  
Author(s):  
Jingping Sun
Keyword(s):  
Student Learning ◽  
School Leadership ◽  
Principal Leadership ◽  
Critical Path ◽  
Empirical Studies ◽  
Teacher Commitment ◽  
Value Systems ◽  
Content Type ◽  
Four Dimensions ◽  
Improving Student Learning

Purpose – The purpose of this paper is to propose a critical path through which school leadership travels to students by highlighting the importance of teacher commitment. Design/methodology/approach – Using both meta-analytic and narrative review methods, this paper systematically reviews the evidence in the past 20 years about the conceptualizations and measurements of teacher commitment and its relationships with principal leadership and student learning. Findings – This paper presents: first, the four dimensions of teacher commitment and the ten constituents involved in the conceptualization of teacher commitment; and second, the five measures used in empirical studies for measuring teacher commitment. It concludes that: teacher commitment is significantly related to student learning; the extent to which school leadership influences teacher commitment is large and is aligned with the value systems of both leaders and teachers; and teacher commitment mediates leadership impacts on student learning in three ways: at the personal level, at the dyad level and at the collective level. Research limitations/implications – This study conceptualizes a critical path through which school leadership improves student learning, mediated by teacher commitment. A framework of such critical paths will provide educational leaders and policy makers at both local and state levels with much needed guidance for improving student learning. Originality/value – This study adds to the understanding of the indirect influence of school leadership on student learning by illustrating how and to what extent principal leadership influences teacher commitment, which in turn influences student learning.

scholarly journals Biochemistry instructors' perceptions of analogies and their classroom use

2015 ◽  
Vol 16 (4) ◽  
pp. 731-746 ◽  
Author(s):  
MaryKay Orgill ◽  
Thomas J. Bussey ◽  
George M. Bodner
Keyword(s):  
Student Learning ◽  
Classroom Instruction ◽  
Molecular Processes ◽  
Cellular Energy ◽  
Reaction Coupling ◽  
Classroom Use

Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

Voices at the Table

2013 ◽  
pp. 44-55
Author(s):  
Sue C. Kimmel
Keyword(s):  
Student Learning ◽  
Classroom Instruction ◽  
Reading Aloud ◽  
Background Knowledge ◽  
Second Grade ◽  
Future Research ◽  
School Librarian ◽  
School Librarians ◽  
The Impact

While we often associate reading aloud with children and particularly younger children, the practice of reading aloud has historically been a way for a community to share texts for information and enjoyment. Findings from a year-long study of a school librarian collaborating with a team of second grade teachers demonstrates the value of reading aloud in building background knowledge and vocabulary, modeling, understanding curriculum, creating common texts, and reading for enjoyment. Reading aloud brought other voices to the table in a clear example of intertextuality. Implications are shared for school librarians interested in similar practices as well as future research related to the impact of the school librarian on classroom instruction and student learning.

scholarly journals The Role of Performances in Educational Practices: Experiences of BEd Students Preparing for the Classroom

2020 ◽  
Vol 13 (1) ◽  
pp. 189-202
Author(s):  
Hetty Roessingh
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Classroom Instruction ◽  
Initial Teacher Education ◽  
First Year ◽  
Focus Attention ◽  
First Semester ◽  
Learning Tasks ◽  
Tangible Evidence

Performances and artefacts of student learning provide tangible evidence of their understanding of classroom instruction. Hattie (2012, 2015) uses the term visible learning to focus attention on the need for teachers to gather and consider these as evidence of students’ ongoing learning, linking these tightly to teachers’ pedagogical repertoire identified for having impact value. This article describes and illustrates a progression of learning tasks in an Initial Teacher Education (ITE) program that affords insights into students’ beginning ability to complete and execute lesson plans in their first year, first semester of the program.

Exploring the Impact of School Leadership on Student Learning Outcomes

2016 ◽  
pp. 953-977
Author(s):  
Andreas Kythreotis ◽  
Panayiotis Antoniou
Keyword(s):  
Student Learning ◽  
School Leadership ◽  
Learning Outcomes ◽  
Principal Leadership ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Policy And Practice ◽  
The Impact

The chapter aims to explore the various models proposed in the literature related with the impact of school leadership on student academic achievement. In doing so, and drawing mainly from the mediate and indirect models, the chapter also discusses the role of various intermediate/moderate variables that facilitate the impact of principal leadership on student-learning outcomes. Results from a qualitative exploratory study that took place in Cyprus are also presented. This study developed a framework of school principals' actions and strategies that teachers considered as effective in relation to improving their quality of teaching and student outcomes. Some of the problems related with measuring the impact of school leadership on student achievement, such as issues of conceptual and operational definitions of school leadership and methodological issues in research design are also elaborated. Finally, implications for policy and practice on school leadership are discussed and suggestions for future research are provided.

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN KREATIFITAS GURU TERHADAP HASIL BELAJAR SISWA DI MTS NURUL FURQON, CIBINONG, BOGOR

2020 ◽  
Vol 2 (1) ◽  
pp. 49-75
Author(s):  
M Daud ◽  
Qowaid Qowaid ◽  
Mohammad Jaenudin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Principal Leadership ◽  
Positive Relationship ◽  
Research Problem ◽  
Student Learning Outcomes ◽  
Significance Level ◽  
Teacher Creativity ◽  
Very High ◽  
High Influence

ABSTRACT The background of this research problem is the assumption that school principals and teachers as the main causes of low student learning outcomes such as the National Examination Score and Student Graduation are not in line with expectations or the ranking has dropped. The purpose of this study was to determine the joint effect of Principal Leadership and Teacher Creativity on Student Learning Outcomes at MTs Nurul Furqon, Cibinong, Bogor. The research method used in this study is a quantitative method. This research is correlational because the research seeks to investigate the effect of Principal Leadership and Teacher Creativity on Student Learning Outcomes at MTs Nurul Furqon, Cibinong, Bogor. Data collection techniques using the study of literature, documentation, observation, and questionnaires. The population and sample were students of MTs Nurul Furqon, Cibinong, Bogor. Research respondents numbered 127 class IX students. Data analysis techniques using correlation and regression analysis. The results showed that (a) the Principal's Leadership contributed very significantly and influenced very high and the direction of a positive relationship to student learning outcomes in MTs Nurul Furqon, Cibinong, Bogor Regency based on α = 0.05 r count = 0.993 and r table with N = 127 in the significance level of 5% = 0.174. Then rx1y = 0.993 means r count> r table. Comparison of r count with r table shows that r count is greater than r table that is 0.993 or 99.3% for the Principal Leadership variable (X1). (b) Teacher creativity gives a very significant contribution and very high influence and direction of a positive relationship to student learning outcomes in MTS Nurul Furqon, Cibinong, Bogor Regency based on α = 0.05 r count = 0.9877 and r table with N = 127 in the significance level of 5% = 0.174. Then rx2y = 0.9877 means r arithmetic> r table. Comparison of r arithmetic with r table shows that r arithmetic is greater than r table that is 0.9877 or 98.77% for the Teacher Creativity variable (X2). (c) The Principal's Leadership and Teacher's Creativity together contribute very significantly and have a very high influence and direction of a positive relationship to student learning outcomes at MTS Nurul Furqon, Cibinong, Bogor Regency based on α = 0.05 r count = 0.9935 and r table with N = 127 in the significance level of 5% = 0.174. Then rx2y = 0.9935 means r count> r table. Comparison of r count with r table shows that r count is greater than r table that is 0.9935 or 99.35% for the variable Principal Leadership and Teacher Creativity. Keywords: leadership, creativity and learning outcomes

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