Abstract
In this study, the authors connect 3 streams of literature to develop an instrument for measuring the degree to which principals engage in data-informed decision making on high-impact strategies that are empirically associated with higher student achievement. The 3 literature streams are (a) the importance of data-informed decision making, (b) the role of principals in school effectiveness, and (c) high-impact strategies for raising student achievement. The authors used Marzano's (2003) 11 high-impact strategies as a framework to develop items and collected data from 256 principals in Michigan to test the reliability (internal consistency) and (construct and factorial) validities of the instrument. The instrument, "Data-Informed Decision-Making on High-Impact Strategies: An Inventory for Principals," demonstrates good psychometric properties. Theoretical and practical implications are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 1-25 |
| Number of pages | 25 |
| Journal | Journal of Experimental Education |
| Volume | 80 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2012 |
Bibliographical note
Funding Information:The development of this instrument was part of a grant funded by the Wallace Foundation. The items were developed based on Marzano, R.J. (2003). What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development. Both the Wallace Foundation and the Association for Supervision and Curriculum Development are acknowledged.
Keywords
- data-informed decision-making
- high-impact strategies
- leadership measurement and development
- principal leadership
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology