Principal support for Grow predicts teacher Grow use above and beyond teacher demographics and technology factors¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Principal use of Grow significantly predicts teacher use of and belief in Grow in the school-level HLM (coefficient 0.19, p < 0.000), holding even among teachers with less technology professional development and limited technology use. → John Q. Easton 2004
Evidence¶
John Q. Easton 2004¶
John Q. Easton, Stuart Luppescu. (2004). Teacher and Principal Responses to the Grow Network: A Preliminary Evaluation of Use in Chicago Public Elementary Schools. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-and-principal-responses-grow-network-preliminary-evaluation-use-chicago-public
q2 · i? · associational · r2
School-level HLM effects (282 principals; school-level df 216) show Principal use of Grow at coefficient 0.19 (SE 0.05, p < 0.000). The brief states this holds "above and beyond" teacher demographics and technology factors, suggesting principal support may reflect a leadership style encouraging innovation. No standardized effect size is printed.
"The relationship between Principal leadership for Teacher Use of and Belief in Grow is statistically significant above and beyond the other factors discussed thus far."
Discussion¶
Learner Variables¶
- Social Supports — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow — related
- Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations — related
- Between schools, principal leadership has small positive indirect relationships with test-score gains and GPA through the learning climate and classroom instruction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principal-support-predicts-teacher-grow-use |
title |
Principal support for Grow predicts teacher Grow use above and beyond teacher demographics and technology factors |
description |
Principal support for Grow predicts teacher Grow use above and beyond teacher demographics and technology factors |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2004 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — john-q-easton-2004 |
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