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A Comparison of the Administrative Leadership of Principals in Graded and Nongraded Elementary Schools.
| Content Provider | Semantic Scholar |
|---|---|
| Author | McLoughlin, William P. |
| Copyright Year | 1973 |
| Abstract | TYPICALLY, assessments of the efficacy of educational innovations focus on the significance of differences they produce in student performance. This is probably too narrow a view to take of their educational significance, since students are by no means the only participants in the educational process and innovations, to be effective, must make a difference with all participants in the educational process. In a recent investiga tion of the nongraded school, the influence of nongrading on principals was studied.' Specifically, the differences between princi pals of graded and nongraded schools in their ( a) knowledge of the tenets of nongrading, (b) acceptance of these tenets, and fc) administrative performance were studied. However, the participating schools dif fered in the extent to which nongrading had been incorporated into their instructional programs. Some schools had both graded and nongraded programs. Conceivably, this difference might exert an influence on prin cipals, so these differences were reflected in the analysis of the data. Consequently three classifications for principals were used: principal of a school where all classes are graded; principal of a school where all classes are nongraded; and principal of a school with both graded and nongraded classes. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_197302_mcloughlin.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
