ERIC Number: ED599491
Record Type: Non-Journal
Publication Date: 2019-Oct
Pages: 90
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
The Effects of a Principal Professional Development Program Focused on Instructional Leadership: Appendices. NCEE 2020-0002
Herrmann, Mariesa; Clark, Melissa; James-Burdumy, Susanne; Tuttle, Christina; Kautz, Tim; Knechtel, Virginia; Dotter, Dallas; Wulsin, Claire Smither; Deke, John
National Center for Education Evaluation and Regional Assistance
The four appendices in this report accompany the full report "The Effects of a Principal Professional Development Program Focused on Instructional Leadership. NCEE 2020-0002," (ED599489). They include: (1) The Study's Principal Professional Development Program; (2) Study Design, Data Collection, and Analytic Methods; (3) Supplemental Tables; and (4) Interpreting Study Findings: Alternatives to P-Values and Statistical Significance. [For the study highlights to this report, "The Effects of a Principal Professional Development Program Focused on Instructional Leadership. Study Highlights. NCEE 2020-0002," see ED599490.]
Descriptors: Professional Development, Principals, Elementary Schools, Program Effectiveness, Academic Achievement, Leadership Qualities, School Districts, Public Schools, Educational Environment, Time Management, Persistence, Teacher Persistence, Observation, Leadership Styles, Human Capital, Coaching (Performance), Administrator Attitudes, Language Arts, Mathematics Achievement, Instructional Leadership
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Publication Type: Reports - Descriptive; Numerical/Quantitative Data
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED)
IES Funded: Yes
Grant or Contract Numbers: EDIES14C0028
IES Publication: https://ies.ed.gov/ncee/pubs/20200002/
Author Affiliations: N/A