A positive school climate is known to “serve as a catalyst of optimal academic outcomes” (all quotes are from the study referenced below.) However, because of its encompassing and diffuse nature, this crucial factor of a school’s effectiveness (the quality of its “climate”) can be hard to define and manipulate. According to a recent study on the subject, one of its most important dimensions could be: perceived school kindness.
What are the key characteristics of effective leadership in an educational setting? A recent study set out to answer this question through an extensive literature review and found evidence for six best practices, which all point to Leadership for Learning as the best model for school success.
The authors of a famous 2008 article on successful school leadership recently revisited their original “seven strong claims” in the light of new empirical evidence. Their updated model constitutes a simple yet comprehensive, research-based and actionable roadmap for both aspiring and experienced school leaders.
“Flipping” the class does raise achievement, according to a new meta-analysis of 114 studies on the topic. However, proper implementation is needed to unleash the potential benefits of this model in terms of cognitive load, higher-order thinking, and differentiation.
3 recent surveys conducted by Global Strategy Group highlight the discrepancy between what students are taught in school and the type of knowledge and skills they will actually need to be successful in life—or, at least, professionally.