Special Education Administration Commons^™

Coming Together: The Pros And Cons Of School Consolidation, David Alan Dolph

Educational Leadership Faculty Publications

The viability and acceptability of consolidation— combining two or more school buildings or districts into a single entity—have ebbed and flowed over the years. In the early 1900s, the main targets of school consolidation were the rural schools. The education leaders and policy makers of the time believed that a centralized model in which all schools looked alike would prove to be the best approach for educating youth to be productive citizens (Kay, Hargood, and Russell 1982).

In addition to providing an expanded curriculum, they believed, consolidated schools could be operated more efficiently and economically—an idea that has continued to …

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).