Presents a summary of research on first-year principals' experiences, actions, working conditions, and outcomes; the research is intended to inform efforts to promote school improvement and principal retention.
Creating more-cohesive policies and initiatives to improve instructional leadership in schools appears to be a promising approach to developing school principals who are engaged in improving instruction.
This is a study of the effects of federal education programs on the job of school principals. It asks: (1) how have school principals' jobs changed in the past five years, (2) how much of the change is due to federal programs, and (3) to what degre...
Associate Director, RAND Education; Senior Behavioral Scientist; Professor, Pardee RAND Graduate School
Education Ph.D. in educational psychology, M.S. in statistics, Stanford University; M.S. in psychology in education, University of Pennsylvania; B.S. in music education, Duquesne University
Senior Policy Researcher; Distinguished Chair in Education Policy
Education Ph.D. in sociology, Johns Hopkins University; M.A. in sociology, Johns Hopkins University; B.A. in English, Johns Hopkins University
Associate Policy Researcher
Education Ph.D. in learning sciences and policy, University of Pittsburgh; M.A. in curriculum, teaching, and learning, University of Toronto; B.Ed. in secondary English and French education, University of British Columbia; B.A. in English and French, University of British Columbia