Ressources et recherches

Documents de recherche et de référence

Le projet de recherche intitulé Les conseils scolaires performants et leur leadership fut commandé par l’Institut de leadership en éducation, le Council of Ontario Directors of Education de l’Ontario et le ministère de l’éducation. Ce projet de recherche résume les données recueillies dans le cadre de caractéristiques de conseils scolaires performants:

  • les caractéristiques des systèmes et des conseils scolaires qui ont réussi à améliorer l’apprentissage de leurs élèves conseils scolaires performants;
  • les pratiques de leadership requises pour permettre aux directions de l’éducation et aux agentes et agents de supervision depoursuivre la mise en œuvre et le maintien de ces conseils scolaires performants (cadres supérieurs des conseils scolaires);
  • les ressources personnelles en leadership qui sont particulièrement utiles aux directions de l’éducation et aux agentes et agents de supervision;
  • la vision d’avenir possible des conseils scolaires performants;
  • la contribution des conseils scolaires performants au rendement de leurs élèves, au-delà de l’apport de l’école et de la salle de classe.

Documents de recherche

Les conseils scolaires 2017 image de coverature

Les conseils scolaires performants et leur leadership 2017 - Rapport sommaire

Ce projet commandé en 2017 par le Council of Ontario Directors of Education et le Ministère de l’éducation de l’Ontario est une étude qui repose sur des méthodes mixtes et est la plus récente d’un projet de neuf and qui combine des activités de recherche et de perfectionnement professionnel visant à améliorer la contribution des conseils scolaires de l’Ontario à la réussite scolaire des élèves.


Les conseils scolaires 2017 resultes image de coverature

Résultats du volet recherche

L’extrait du rapport final intitulé Résultats du volet recherche fournir des « résultats » détaillés de la section deux, partie 4 du rapport final «Research Strand ». Pour consulter le rapport au complet qui comprend les objectifs de l’étude, les méthodes, les résultats, les recommandations, les prochaines étapes possibles pour l’initiative des conseils scolaires performants de l’Ontario, les références et les annexes, visitez le site Web du CODE.


Les conseils scolaires 2013 image de coverature

Les conseils scolaires performants et leur leadership 2013

Cette recherche décrit les caractéristiques de conseils scolaires performants et les pratiques de leadership qu’un leader doit démontrer afin de mettre en pratique ces caractéristiques. (Kenneth Leithwood, juin 2013)






De-mystifying effective leadership cover

De-mystifying Effective District Leadership (en anglais seulement)

Cet article décrit le projet Les conseils scolaires performants et leur leadership - De-mystifying Effective District Leadership, un projet de sept ans subventionné par l’Institut de leadership de l’Ontario, le Council of Ontario Directors of Education et le ministère de l’éducation. Ce projet identifie et décris, d’après les recherches les plus exactes disponibles, les caractéristiques des conseils scolaires performants et le leadership nécessaire pour développer ces conseils. Disponible en Anglais seulement.




District Contributions to Leader Efficacy

KENNETH LEITHWOOD, TIUU STRAUSS AND STEPHEN ANDERSON, Ontario Institute for Studies in Education of the University of Toronto. Cliquez ici pour rapport au complet.

Investing in Leadership: The District’s Role in Managing Principal Turnover

BLAIR MASCALL and KENNETH LEITHWOOD, Department of Theory and Policy Studies at the Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada. Cliquez ici pour rapport au complet.

Réduire l'écart de rendement: Avis de directions d'école chevronnées de l'Ontario

KENNETH LEITHWOOD, Ontario Institute for Studies in Education, University of Toronto, Ontario, Canada. Cliquez ici pour rapport au complet.


Ressources pertinentes

1. Établir et communiquer une mission, une vision partagée et des objectifs fondés sur des attentes élevées en matière du profil d’une personne éduquée

  • Berson, Y., Halevy, N., Shamir, B., Erez, M. (2015). Leading from different psychological distances: A construal-level perspective on vision communication, goal setting and follower motivation, The Leadership Quarterly, 26, 143-155.
  • Bitter, C., Taylor, J., Zeiser, K., Rickles, J. (2014). Providing Opportunities for Deeper Learning: Findings From the Study of Deeper Learning: Opportunities and Outcomes, American Institute for Research (September)
  • 21st Century Skills, Center for 21st century skills, Education Connections (355 Goshen Road, PO Box 909, Litchfield, CT 06759)
  • Atteindre l'excellence - Une viion renouvelée de l'éducation en Ontario (avril), Ministère de l'éducation (2014).
  • Yettick, H., Brounstein, K. (2014). Benefits of 'Deeper Learning' Schools Highlighted in Studies: Students did better in and out of class, Education Week (September 30).
  • Zeiser, K., Taylor, J., Rickles, J., and , M. (2014). Evidence of Deeper Learning Outcomes: Findings from the Study of Deeper Learning: Opportunities and Outcomes. American Institute for Research (September).

2. Assurer une orientation pédagogique cohérente

  • Ben Jaffer, S. (2006). “An alternative approach to measuring opportunity to learn in high school classes.” Alberta Journal of Educational Research, 52, 2.
  • Bransford, J., et al (2000). How people learn: Brain, Mind, Experience and School. Washington, D.C.: National Academy Press.
  • Bryk, A. & Schneider, B. (2003). Trust in Schools: A core resource for school reform. Educational Leadership.
  • Miller, R. (2001). Greater expectations to improve student learning. Association of American Colleges and Universities [www.greaterexpectations.org/briefing_papers/improvestudentlearnng.html]
  • Murphy, J. F., & And Others. (1982). Academic press: Translating high expectations into school policies and classroom practices. Educational Leadership, 40(3), 22-26.
  • Goddard, R. D., Sweetland, S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36(5), 683-702.
  • Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to student achievement. New York: Routledge.
  • Joyce, B., Weil, M. (2008). Models of Teaching (8th edition). New York: Pearson.
  • Leithwood, K. (2011). Leading Student Achievement: Networks for Learning Supplement to Final Evaluation Report for the 2010 –11 Project Cycle: Analysis of Student Achievement Data.
  • Leithwood, K., Patten, S., Jantzi, D. (2010). Testing a conception of how leadership influences student learning, Educational Administration Quarterly, 46, 5, 671-706.
  • Scardamalia, M. (ND). The 12 Principals of Knowledge building. Toronto: OISE/University of Toronto.
  • Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189-209.
  • Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration 39(4).
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
  • Willms, J. D., & Ma, X. (2004). School disciplinary climate: characteristics and effects on eighth grade achievement [Electronic version]. Alberta Journal of Educational research, 50 (2), 1-27.
  • Zeiser, K., Taylor, J., Rickles, J., Garret, M., Segeritz, M. (2014) Findings From the Study of Deeper Learning: Opportunities and Outcomes. Report from the American Institute for Research

3. Offrir des occasions de perfectionnement professionnel en cours d’emploi accessibles à tous les membres de l’organisation

  • Bransford, J., Brown, A., Cocking, R. (Eds.) (2000). Brain, mind, experience and school. Washington: National Research Council.
  • Mangin, M., Dunsmore, K. (2015). How the framing of instructional coaching as a lever for systematic or individual reform influences the enactment of coaching, Educational Administration Quarterly, 51, 2, 179-213
  • Perkins, D., Salomon, G. (1992). Transfer of leaning – Metacognitive strategies. In N. Postelthwaite & T. Husen (Eds.). International Encyclopedia of Education (2nd Edition)
  • Sun, M. et al (2013). Shaping professional development to promote diffusion of instructional expertise among teachers, Educational Evaluation and Policy Analysis, 35, 3, 344-369.

4. Élaborer des processus organisationnels axés sur l’amélioration de l’apprentissage

  • Bransford, J., Brown, A., Cocking, R. (Eds.) (2000). Brain, mind, experience and school. Washington: National Research Council.
  • Hoppe, B., Reinelt, C. (2010). Social network analysis and the evaluation of leadership networks, The Leadership Quarterly, 21, 600-619.
  • Finnegan, K., Daly A., Che, J. (2013). System wide reform in districts under pressure: the role of social networks in defining, acquiring, using and diffusing research evidence, Journal of Educational Administration, 51, 476-497.
  • Robinson, V., Sinnema, C., & le Fever, D. (2014). From Persuasion to Learning: An Intervention to Improve Leaders’ Response to Disagreement, Leadership and Policy in Schools,13, 260–296.

5. Faire l’utilisation consciente et systémique de données provenant de sources multiples pour orienter les décisions

  • Anderson, S., Leithwood, K., Strauss, T. (2010). Leading data use in schools: organizational conditions and practices at the school and district levels, Leadership and Policy in Schools, 9, 292-327.
  • Daly, A. (2012). Data, dyads, and dynamics: exploring data use and social networks in educational improvement, Teachers College Record,114.
  • Datnow, A., Park, V., Wohlstetter, P. (2007). Achieving with data: how high performing school systems use data to improve instruction for elementary students. Los Angeles, CA: Center on Educational Governance, Rossier School of Education, University of Southern California.
  • Earl, L., Katz, S. (2002). Leading schools in a data-rich world, In K. Leithwood & P. Hallinger Eds.). Second International Handbook of Leadership and Administration, Volume 8, pages 1003-1024. Dordrecht, The Netherlands: Kluwer.
  • Finnegan, K., Daly, A., Che, J. (2013). System wide reform in districts under pressure: the role of social networks in defining, acquiring, using and diffusing research evidence, Journal of Educational Administration, 51, 4, 476-497.
  • Honig, M., Venkateswaran, N. (2012). School–central office relationships in evidence use: understanding evidence use as a systems problem, American Journal of Education, 118.
  • Leithwood, K. (2011). Characteristiques de conseils scolaires performant de l'Ontario (Partie 1). Toronto: Rapport final de recherche pour l'Institut de leadership de l'Ontario.

6. Utiliser une approche globale en matière de développement du leadership

  • Barber, M., Whelen, F., Clark, M. (ND). Capturing the leadership premium: How the world’s top school systems are building leadership capacity for the future. McKinsey & Company.
  • Earl, L., & Katz, S. (2005). What makes a network a learning network? National College for school Leadership, UK. Retrieved from http://www.ncsl.org.uk/networked/networked-research.cfm
  • Fuller, E., Hollingworth, L. (2014). A bridge too far: Challenges in evaluating principal effectiveness, Educational Administration Quarterly, 50, 3, 466-499.
  • Hargreaves, A. and Fink, D. (2006), Sustainable Leadership, Jossey-Bass, San Francisco, CA.
  • Honig M. (k012). District central office leadership as teaching: How central office administrator support principals’ development as instructional leaders, Educational Administration Quarterly,48, 4, 733-774.
  • Leithwood, K., Azah, V. (2014). Étude portant sur la charge de travail des directions et des directions adjointes des écoles élémentaires et secondaires, Rapport Exécutif et Rapport au complet: Ministère de l'éducation de l'Ontario.
  • Résumé Études portant sur la charge de travail des directions et des directions adjointes des écoles élémentaires et secondaires
  • Mascall, B., Leithwood, K. (2010). Investing in leadership: The district’s role in managing principal turnover, Leadership and Policy in Schools, 9, 367-383.
  • Northfield, S. (2014). Multi-dimensional trust: how beginning principals build trust with their staffs during leadership succession, International Journal of Leadership in Education, 17, 4, 410-441.
  • The Wallace Foundation(2007). Getting Principal Mentoring Right: Lessons from the field. New York: The Wallace Foundation. [see especially the Summary and Highlights, pages 3-4]
  • Zepeda, S.,Bengtson, E., Parylo, O. (2012). Examining the planning and management of principal succession, Journal of Educational Administration.

7. Promouvoir et soutenir une approche de gouvernance des conseillères et des conseillers scolaires axée sur les politiques

  • Carver, J. (1997). Boards that make a difference: A new design for leadership in non-profit and public organizations (2nd edition).San Francisco: Jossey-Bass.
  • Johnson, P. (2013). Effective board leadership: Factors associated with student achievement, Journal of School Leadership, 23, 456-489.
  • Land, D. (2002). Local school boards under review: Their role and effectiveness in relation to students’ academic achievement. Review of Educational Research, 72: 229-278.
  • Leithwood, K. (2011), Caractéristiques des conseils scolaires à hauts niveaux de rendement en Ontario. Rapport final. Institut de leadership de l'Ontario, Toronto.
  • Saatcioglu, A., Moore, S., Sargut, G., Bajaj, A. (2011). The role of school board social capital in district governance: Effects on financial and academic outcomes, Leadership and Policy in Schools, 10, 1-42.

8. Favoriser des relations de travail productives avec le personnel et les autres intervenantes et intervenants

Personnel des écoles et du conseil scolaire
  • Argyris, C. (1976). Theories of action that inhibit individual learning. American Psychologist, 31(9), 638–654. doi:10.1037/0003-066X.31.9.638.
  • Argyris, C. (1982). Reasoning, learning and action: Individual and organizational. San Francisco, CA: Jossey-Bass.
  • Kafetsios, K., Athanasiadou, M., Dimou, N. (2014). Leaders’ and subordinates’ attachment orientations, emotion regulation capabilities and affect at work: A multilevel analysis, The Leadership Quarterly, 25, 512-527.
  • Leithwood, K., Patten, S., Jantzi, D. (2010). Testing a conception of how school leadership influences student learning, Educational Administration Quarterly, 46 (5) 671 -706.
  • Tallia, A., Lanham, H., McDaniel, R., Crabtree, B. (2006). Seven characteristics of successful working relationships, Downloaded from the Family Practice Management web site at WWW.aafp.org/fpm.
Parents
  • Fan, X., & Chen, M. (2001). Parent involvement and students’ academic achievement: a meta-analysis, Educational Psychology Review, 13, 1-22.
  • Hill, N., & Tyson, D. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promise achievement, Developmental Psychology, 45, 740-763.
  • Jeynes, W. (2005). A meta-analysis of the relation of parent involvement to urban elementary school student academic achievement, Urban Education, 40, 3, 237-269.
  • Lee, J., & Bowen, N. (2006). Parent involvement, cultural capital and the achievement gap among elementary school children, American Educational Research Journal, 43, 2, 193-218.
  • Leithwood, K. (2015). Ontario Parent Engagement Project. Toronto: Final report of research to the Ontario Ministry of Education