Research recommendations: broaden program descriptions, account for prior experience and context, define outcomes, and use longitudinal mixed-methods designs¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that future research broaden scope to include detailed descriptions of program content and pedagogical approaches; account for principals' prior experiences, recruitment and selection criteria, and district context; better define outcome measures and include a broader spectrum of outcomes; take a longitudinal view; attend to implementation; and use mixed methods skillfully. It urges that "experimental designs can be strengthened by qualitative data about the program, its implementation, and the comparison group's experiences."

Design Implications¶

Context¶

Requirements¶

• Studies must provide detailed information about candidates, program content, and comparison groups to sort out which features are associated with which outcomes

Constraints¶

• The report notes that how formal learning opportunities interact with principals' prior knowledge and experiences is rarely addressed in the research, and no single study can address all interpretive challenges

Target Learners¶

• principals
• aspiring principals

Target Learning Goals¶

• leadership knowledge and skills
• effective leadership practices

Related Strategies¶

• Use state licensing and program approval standards, infrastructure investment, equity targeting, and pipeline reforms to improve principal learning
• Adopt more precise terminology such as digital personalized learning (DPL) or personalized adaptive learning, and pursue rigorous longitudinal research with younger learners
• Future RSE research should standardise terminology, fully describe pedagogy, and use rigorous evaluation

Examples¶

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Key Sources¶

• Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagné, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201