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Earlier Meta-Analyses

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School Leadership Effects Revisited

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

In this chapter we will summarise meta-analyses that we conducted earlier (Scheerens and Bosker 1997; Scheerens et al. 2007). In the final section a brief overview of the results of other meta-analyses will be given.

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Author information

Authors and Affiliations

  1. Department of Educational Organization and Management, University of Twente, P.O. Box 217, 7500 AE, Enschede, The Netherlands

    Jaap Scheerens & Rien Steen

Authors
  1. Jaap Scheerens
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  2. Rien Steen
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Correspondence to Jaap Scheerens .

Editor information

Editors and Affiliations

  1. University of Twente, Drienerlolaan 5, Enschede, 7522 NB, Netherlands

    Jaap Scheerens

Annex: Research Articles Used for the Meta-Analyses by the Authors

Annex: Research Articles Used for the Meta-Analyses by the Authors

Articles on School Leadership (1985–1995)

Bamburg, J. D., & Andrews, R. L. (1991). School Goals, Principals and Achievement. School Effectiveness and School Improvement, 2(3), 175–191.

Bedford, B. (1993). School effectiveness characteristics and student achievement: a study of relationships in Georgia Middle Schools. ERIC document No. EA 020 722.

Blank, R. K. (1987). The role of principal as leader: Analysis of variation in leadership of urban high schools. Journal of Educational Administration, 81(2), 69–80.

Brandsma, H., & Knuver, A. (1989). De invloed van school-en klaskenmerken op rekenprestaties in het onderwijs. In J. Scheerens & J. C. Verhoeven (red.), Schoolorganisatie, beleid en onderwijskwaliteit.

Brewer, D. J. (1993). Principals and student outcomes. Economics of Education Review, 12(4), 281–292.

Cantu, M. (1994). A study of principal instructional leadership behaviors in successful and non-successful urban elementary schools. Unpublished doctoral thesis. Dissertation Abstract International, 55(7), January 1995. Austin: University of Texas.

Couch, J. C. (1991). A study of student achievement and how it relates to the principal in the role of instructional leader. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Lexington, New York.

Durland, M., & Teddlie, Ch. (1996). A network analysis of the structural dimensions of principal leadership in differentially effective schools. Paper presented at the annual meeting of the AERA, New York.

Eberts, R. W., & Stone, J. A. (1988). Student achievement in public schools: do principals make a difference. Economics of Education Review, 7(3), 291–299.

Ellet, C. D., & Logan, C. S. (1990). Analyses of school learning environments: organizational coupling, robustness and effectiveness. Paper presented at the AERA, Boston.

Friedkin, N. E., & Slater, M. R. (1994). School leadership and performance: a social network approach. Sociology of Education, 67(2), 139–157.

Gouldring, E. B., & Pasternak, R. (1994). Principals’ coordinating strategies and school effectiveness. School Effectiveness and School Improvement, 5(3), 239–253.

Grift, W. van de (1987). Zelfpercepties van onderwijskundig leiderschap en gemiddelde leerprestaties. In J. Scheerens & W. G. R. Stoel (Eds.), Effectiviteit van onderwij-sorganisaties. Lisse: Swets & Zeitlinger.

Grift, W. van de (1990). Instructional leadership and academic achievement in elementary education. School Effectiveness and School Improvement, 1(3), 26–40.

Grisay, A. (1995). Effective and less effective junior schools in France. Paper presented at the annual meeting of the ICSEI, Leeuwarden.

Guillemard, L., Palmer, D. J., & Wilson, V. L. (1994). Discrimination of average, effective and ineffective intermediate and secondary schools from ratings of school characteristics by parents, students, teachers and principals. Paper presented at the annual meeting of the AREA, New Orleans.

Hallinger, P. (1989). What makes a difference? School context, principal leadership and student achievement. Paper presented at the annual meeting of the AERA, San Francisco.

Heck, R., Marcoulides, G. A., & Lang, P. (1991). Principal instructional leadership and school achievement: The application of discriminant techniques. School Effectiveness and School Improvement, 2(2), 115–135.

Hill, P. W., Rowe, K. J., & Holmes-Smith, P. (1995). Factors affecting students’ educational progress: Multilevel modeling of educational effectiveness. Paper presented at the annual meeting of the ICSEI, Leeuwarden.

Hofman, R. H. (1993). Effectief schoolbestuur: een studie naar de bijdrage van schoolbesturen aan de effectiviteit van scholen. Groningen: Rijksuniversiteit Groningen, dissertatie.

Houtveen, Th., Vermeulen, C., & Van der Grift, W. (1993). Bouwstenen voor onderzoek naar de kwaliteit van scholen. Utrecht: ISOR.

Hoy, W. K., Tater, J. C., & Bliss, J. R. (1990). Organizational climate, school health, and effectiveness: a comparative analysis. Educational Administration Quarterly, 26(3), 260–279.

Hunter, C. (1994). Los Angeles unified school district middle school principals’ instructional behaviors and academic achievement. Unpublished doctoral dissertation. Dissertation Abstracts International, 55(12), June 1995. Los Angeles: Peppardine University.

Krug, S. E. (1992). Instructional leadership, school instructional climate and student learning outcomes. Department of Education, Washington, DC: Office of Educational Research and Improvement.

Leitner, D. (1994). Do principals affect student outcomes: an organizational perspective. School Effectiveness and School Improvement, 5(3), 219–238.

Mandeville, G. K., & Kennedy, E. (1991). The relationship of effective school indicators and changes in the social distribution of achievement. School Effectiveness and School Improvement, 2, 14–33.

Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: the junior years. Somerset: Open Books.

Postlewaithe, N., & Ross, K. (1992). Effective schools in reading; implications for educational planners. Den Haag: IEA.

Reezigt, G., Guldemond, H., & Creemers, B. (1995). The empirical validity of the school effectiveness model. Paper presented at the annual meeting of the ECER, Bath.

Rowan, B. P., Chiang, F. S., & Miller, R. J. (1996). Using research on employee performance to study teaching effectiveness: results from an analysis of teachers effects on student achievement in mathematics using NELS: 88 data. Paper presented at the annual meeting of the AERA, New York.

Rymenans, R., Geudens, V., Coucke, H., Van den Bergh, H., & Daems, F. (1996). Effectiviteit van Vlaamse secundaire scholen: een onderzoek naar de effecten van het onderwijsaanbod, de tijdsbesteding aan het Nederlands en de schoolkenmerken op de lees- en schrijfprestaties. Antwerpen: Universiteit van Antwerpen.

Sontag, L., & Meijnen, G. W. (1995). De invloed van school- en klaskenmerken op de cognitieve en linguïstische vaardigheden van kleuters. Pedagogische Studiën, 72(4), 258–272.

Tam, W. M., & Cheng, Y. C. (1995). School environment and student performance. Paper presented at the annual meeting of the ICSEI, Leeuwarden.

Teddlie, C., & Stringfield, S. (1993). Schools make a difference. Lessons learned from a 10 year study of school effects. New York: Teachers College Press.

Vermeulen, C. J. (1987). De effectiviteit van 17 Rotterdamse stimuleringsscholen. Pedagogische Studiën, 64, 49–58.

Werf, M. P. C. van der, & Weide, M. G. (1991). Effectief onderwijs voor allochtone leerlingen. Tijdschrift voor Onderwijsresearch, 16(4), 231–243.

Werf, M. P. C. van der, & Weide, M. G. (1993). Effectieve voorrangskenmerken in de school en klas. Pedagogische Studiën, 70, 108–221.

Witziers, B. (1992). Coördinatie binnen scholen voor voortgezet onderwijs. Enschede: Universiteit Twente, dissertatie.

Yelton, B. T., Miller, K., & Ruscoe, G. C. (1994). The stability of school effectiveness: comparative path models. Paper presented at the annual meeting of the AERA, New Orleans, 4–8 April.

Articles on School Leadership (1995–2005)

Creemers, B., & Werf, G. v. d. (2000). Economic viewpoints in educational effectiveness: Cost-effectiveness analysis of an educational improvement project. School Effectiveness and School Improvement, 11(3), 361–384.

D’Agostino, J. V. (2000). Instructional and school effects on students’ longitudinal reading and mathematics achievements. School Effectiveness and School Improvement, 11(2), 197–235.

Deinum, J. F. (2000). Schoolbeleid, instructie en leerresultaten. Groningen: GION.

Griffith, J. (2003). Schools as organizational models: Implications for examining school effectiveness. Elementary School Journal, 104(1), 29–47.

Grift, W. van de, & Houtveen, A. A. M. (1999). Instructional leadership and pupil achievement in primary education. School Effectiveness and School Improvement, 10(4), 373–389.

Grift, W. van de, Houtveen, T., & Vermeulen, C. (1997). Instructional climate in Dutch secondary education. School Effectiveness and School Improvement, 8(4), 449–462.

Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. Elementary School Journal, 96(5), 527–549.

Heck, R. H., & Marcoulides, G. A. (1996). School culture and performance: Testing the invariance of an organizational model. School Effectiveness and School Improvement, 7(1), 76–95.

Hill, P. W., & Rowe, K. J. (1998). Modelling student progress in studies of educational effectiveness. School Effectiveness and School Improvement, 9(3), 310–333.

Hofman, R. H., Hofman, W. H. A., & Guldemond, H. (1999). Social and cognitive outcomes: A comparison of contexts of learning. School Effectiveness and School Improvement, 10(3), 352–366.

Hofman, R. H., Hofman, W. H. A., & Guldemond, H. (2001). The effectiveness of cohesive schools. International Journal of Leadership in Education, 4(2), 115–135.

Jacob, B. A., & Lefgren, L. (2004). The impact of teacher training on student achievement- quasi-experimental evidence from school reform efforts in Chicago. Journal Of Human Resources, 39(1), 50–79.

Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership and Management, 20(4), 415–434.

Levačić, R., Steele, F., Smees, R., & Malmberg, L. (2003, 11–13 September). The relationship between school climate & head teacher leadership, and pupil attainment: Evidence from a sample of English secondary schools. Paper presented at the British Educational Research Association Annual Conference, Edinburgh.

Marks, H. M., & Printy, S. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370–397.

Reezigt, G. J., Guldemond, H., & Creemers, B. P. M. (1999). Empirical validity for a comprehensive model on educational effectiveness. School Effectiveness and School Improvement, 10(2), 24.

Trautwein, U., Koller, O., Schmitz, B., & Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th-grade mathematics. Contemporary Educational Psychology, 27(1), 26–50.

Werf, G. van der (1997). Differences in school and instruction characteristics between high-, average-, and low-effective schools. School Effectiveness and School Improvement, 8(4), 430–448.

Werf, G. van der, Creemers, B., Jong, R. de, & Klaver, E. (2000). Evaluation of school improvement through an educational effectiveness model: The case of Indonesia’s PEQIP project. Comparative Education Review, 44(3), 329–355.

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Scheerens, J., Steen, R. (2012). Earlier Meta-Analyses. In: Scheerens, J. (eds) School Leadership Effects Revisited. SpringerBriefs in Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2768-7_2

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