Document Type

Article

Publication Date

Fall 2016

Publication Title

Learning and Teaching in Educational Leadership SIG Newsletter

Pages

11-16

Abstract

[Introduction] One of the dominant themes in the field of educational leadership today is that leadership matters in terms of student learning; that effective school leaders can develop the capacities of teachers which in turn can improve student learning outcomes (Darling-Hammond, L., LaPointe, Meyerson & Orr, 2007; Leithwood, Seashore Louis, Anderson & Wahlstrom 2004; Louis, Leithwood, Wahlstrom, Anderson, Michlin, & Masccall, 2010). More specifically, it is widely cited that school leadership is second only to classroom instruction among all school related factors that contribute to student learning (Leithwood, Seashore Louis, Anderson, & Wahlstrom 2004). Others however have disagreed, (Wiseman & Goesling, 2000; Neidermeyer, 2003; Jackson, 2004; King, 2006) and have provided counter evidence to this assertion calling into question the strength of this relationship.

Rights

© 2016 Learning and Teaching in Educational Leadership SIG. All rights reserved.

Included with the kind written permission of the copyright holder.

ORCID

0000-0003-0747-8982 (Myran)

Original Publication Citation

Myran, S. (2016). A call for framing educational leadership from a cognitive and learning science lens. Learning and Teaching in Educational Leadership SIG Newsletter, 11-16.

Download

Share

COinS