This section of the Brown Center Report offered an
international perspective on the role of the school principal as an
instructional leader. Principals’ responses to TIMSS surveys were examined at
the national level, along with test scores in mathematics. Principals in three
consistently high achieving countries—Finland, Hong Kong, and Japan—are
especially reluctant to give advice. Principals in Korea, on the other hand,
another perennially high achieving country, are more activist in this regard.
U.S. principals of schools with a fourth grade (typically an elementary school)
are about average in terms of giving instructional advice but register above
the international average on activities related to school goals. American
principals of schools with an eighth grade (typically a middle school) appear
about average on all four surveyed activities.
Loveless, T. (2016). The 2016 Brown Center Report on
American education: How well are American students learning?: With sections on
reading and math in the Common Core era, tracking and advanced placement (AP),
and principals as instructional leaders. Brown
Center Report, 3(5), 1-36.
https://www.brookings.edu/wp-content/uploads/2016/05/Brown-Center-Report-2016.pdf
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