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School Effectiveness and School Improvement is a peer-reviewed journal published by Taylor & Francis, covering Teacher Education and Leadership Studies, School Choice and Performance, Educational Assessment and Improvement.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." School Effectiveness and School Improvement 12 (3): 45–58.
Formats any DOI in School Effectiveness and School Improvement style. No sign-up. |
| Publishes research in | Teacher Education and Leadership Studies School Choice and Performance Educational Assessment and Improvement Parental Involvement in Education Early Childhood Education and Development |
| ISSN | 0924-3453 |
| Citation impact (2-yr) | 3.34 |
| h-index | 111 |
| i10-index | 659 |
| Total citations | 51,314 |
| Top institutions publishing here | University of Groningen |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
ABSTRACT This article reviews research from 1980‐1995 exploring the relationship between principal leadership and student achievement. The focuses is on the substantive findings that emerged from the review. Earlier reports focused on conceptual and methodological issues. The general pattern of results drawn from this review supports the belief that principals exercise a measurable, though indirect…
Using data from a larger 4-year evaluation of England's National Literacy and Numeracy Strategies, this study tested the effects of a school-specific model of transformational leadership on teachers (motivation, capacities, and work settings), their classroom practices, and gains in student achievement. Some 2,290 teachers from 655 primary schools responded to 2 forms of a survey…
This article examines the effects of transformational and transactional leadership on teachers' job satisfaction, organizational commitment, and organizational citizenship behavior in the context of schools in a specific developing country context, that of Tanzania. It does so by testing a model of such effects using a set of data collected from a sample of Tanzanian…
Using survey responses from a national sample of US teachers, this paper provides insight into 2 questions: (1) Do 3 specific attributes of leadership behavior – the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement – affect teachers ’ work with each other…
ABSTRACT Collaborative school cultures have been associated with the achievement of a number of school reform objectives for both teachers and students. Little is known, however, about how such cultures develop and whether or how school administrators can facilitate that process. This study examined the practices of administrators in each of 12 schools which had…
