The framework
for our overall project also points to the mostly indirect
influence of principals «actions on students and on student learning.223
Such actions are mediated, for example, by school conditions such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learn
Such actions are mediated,
for example, by school conditions
such as academic press, 224 with significant consequences for teaching and learning and for powerful features of classroom practice such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learn
such as academic press, 224 with significant consequences
for teaching and learning and
for powerful features of classroom practice
such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learn
such as teachers «uses of instructional time.225 Evidence - informed decision making by principals, guided by this understanding of principals «work, includes having and using a broad array of evidence about many things: key features of their school «s external context; the status of school and classroom conditions mediating leaders «own leadership practices; and the status of their students «learning.
By linking evidence on the schools» changing academic productivity with survey results on school trust over a long period of time, we were able to document the
powerful influence that
such trust plays as a resource
for reform.
Many scientists have a growing sense of urgency about the need
for such a shift, as evidence grows that humans are becoming a
powerful influence on a host of planetary «operating systems.»