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publications

Priming the leadership pipeline: School performance and climate under an urban school leadership residency program

Published in Educational Administration Quarterly, 2020

Summary: This study examines school climate and student achievement trends before and during an ambitious school leadership residency program in a contracting urban school district.

Recommended citation: Steele, J. L., Steiner, E. D., & Hamilton, L. S. (2020). Priming the leadership pipeline: School performance and climate under an urban school leadership residency program. Educational Administration Quarterly, 57(2), 221–256. https://doi.org/https://doi.org/10.1177/0013161X20914720

Growing your own leadership pipeline: The case of an urban school leadership residency

Published in Exploring Principal Development and Teacher Outcomes: How School Leaders Can Strengthen Teacher Efficacy and Commitment, Edited by P. Youngs, J. Kim, & M. Mavrogordato, 2021

Summary: Based on a five-year study of a leadership residency program, this chapter offers recommendations for fostering distributed leadership even when principal jobs are scarce.

Recommended citation: Steele, J. L., Steiner, E. D., & Hamilton, L. S. (2021). Growing your own leadership pipeline: The case of an urban school leadership residency. In P. Youngs, J. Kim, & M. Mavrogordato (Eds.), Exploring Principal Development and Teacher Outcomes: How School Leaders Can Strengthen Teacher Efficacy and Commitment (1st ed., pp. 11–26). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429356247-2/growing-leadership-pipeline-jennifer-steele-elizabeth-steiner-laura-hamilton

Published in , 1900

research

Competency-Based and Adaptive Instruction

These studies examine implementation and effects of student-centered teaching interventions, including competency- or mastery-based learning and grading, as well as computer-based adaptive instruction that adjusts to meet students’ individual levels of skill.

Data-Driven Decision Making in Schools: Guidelines and Professional Development Effects

This set of work, which includes books published through the Data Wise Project at Harvard University and the What Works Clearinghouse at the U.S. Department of Education, focuses partly on the aggregation of what education practitioners and researchers regard as best practices for using data to improve student outcomes in schools. It also includes results from a randomized field trial of a data-driven decision making intervention in a large U.S. school district.

School-to-Work Transitions

This set of research includes a 2010 project that examined implementation of the Post-9/11 GI Bill for returning military veterans, as well as a later examination of military veterans’ employment and earnings after receiving bachelor’s degrees from public, private, or for-profit colleges and universities. The more recent work focuses on young people’s transitions to postsecondary education and the labor market.

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