Purpose: The purpose of this study was to examine the relative impact of different types of leadership on students' academic and nonacademic outcomes.Research Design:The methodology involved an analysis of findings from 27 published studies of the relationship between leadership and student outcomes. The first meta-analysis, including 22 of the 27 studies, involved a comparison of the effects of transformational and instructional leadership on student outcomes. The second meta-analysis involved a comparison of the effects of five inductively derived sets of leadership practices on student outcomes. Twelve of the studies contributed to this second analysis.Findings: The first meta-analysis indicated that the average effect of instructional leadership on student outcomes was three to four times that of transformational leadership. Inspection of the survey items used to measure school leadership revealed five sets of leadership practices or dimensions: establishing goals and expectations; resourcing strategi...

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The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types

This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors’ project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.

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Seven strong claims about successful school leadership

School Leadership that Works: From Research to Results

Equality of Educational Opportunity.

Breakfast has been labeled the most important meal of the day, but are there data to support this claim? We summarized the results of 47 studies examining the association of breakfast consumption with nutritional adequacy (nine studies), body weight (16 studies), and academic performance (22 studies) in children and adolescents. Breakfast skipping is highly prevalent in the United States and Europe (10% to 30%), depending on age group, population, and definition. Although the quality of breakfast was variable within and between studies, children who reported eating breakfast on a consistent basis tended to have superior nutritional profiles than their breakfast-skipping peers. Breakfast eaters generally consumed more daily calories yet were less likely to be overweight, although not all studies associated breakfast skipping with overweight. Evidence suggests that breakfast consumption may improve cognitive function related to memory, test grades, and school attendance. Breakfast as part of a healthful diet and lifestyle can positively impact children's health and well-being. Parents should be encouraged to provide breakfast for their children or explore the availability of a school breakfast program. We advocate consumption of a healthful breakfast on a daily basis consisting of a variety of foods, especially high-fiber and nutrient-rich whole grains, fruits, and dairy products.

Breakfast Habits, Nutritional Status, Body Weight, and Academic Performance in Children and Adolescents

School start time study: Preliminary report of findings

0819 Impact of Changing Middle and High School Start Times on Sleep, Extracurricular Activities, Homework, and Academic Engagement

Summary of Review As noted in the beginning of this article, leadership in a school is a phe-nomenon that is both practiced and experienced. Our review suggests thatleadership practices that share power are credited with creating greatermotivation, increased trust and risk taking, and building a sense of commu-nity and efficacy among its members. However, peer relationships establishedamong adults may have an equal or greater impact on classroom practice.Confounding the notion of schools as arenas of shared leadership forinstruction is the hierarchical nature of school organizations that continuesto permeate the perceptions and expectations that teachers and principalshave about one another. At this point we still do not yet have a clear depic-tion of how leadership and teacher relationships interact and what effect, ifany, those interactions may have as variables affecting instructional prac-tices in schools. In particular, instructional behaviors that relate to “bestpractices” for targeted instruction and student cognition, as well as the useof flexible grouping strategies are all choices that teachers can make, basedon what they know and what is encouraged in their schools.An analytic framework derived from the review of the literature guidesus in our examination of how teachers experience the leadership effects ofthe principal as they relate to instruction (see Figure 1). We assume thatboth principal–teacher relationships (indicated by trust and perceptions ofshared leadership) and teacher–teacher relationships (indicated by sense ofcollective responsibility for student achievement and professional community)

Responsibility Professional Community, Trust, Efficacy, and Shared How Teachers Experience Principal Leadership: The Roles of

Association of Delaying School Start Time With Sleep–Wake Behaviors Among Adolescents

The TRIO Project (Teacher Training & Research for Individuals & Organisations) began with the notion that cross-cultural reflection could be an effective tool by which teachers could examine their personal belief systems about learning, teaching and pupil guidance. University-based teacher educators from four countries, the Netherlands, Russia, the United States and the United Kingdom, worked collaboratively to create this 3-year project. They first had teachers systematically examine their own teaching practices at the local level using action research strategies and then brought them together in an annual international workshop, where the teachers from all four countries were able to reflect upon their work and their pedagogical belief systems using a cross-cultural lens. This article describes the process used to facilitate that exchange, and what was learned by both teachers and teacher-educators about the value of cross-cultural reflective practice leading to personal and professional growth.

Kyla Wahlstrom

Papers

School start time study: Preliminary report of findings

0819 Impact of Changing Middle and High School Start Times on Sleep, Extracurricular Activities, Homework, and Academic Engagement

Responsibility Professional Community, Trust, Efficacy, and Shared How Teachers Experience Principal Leadership: The Roles of

Association of Delaying School Start Time With Sleep–Wake Behaviors Among Adolescents

Examining teachers' beliefs through action research: Guidance and counseling/pastoral care reflected in the cross-cultural mirror