Analysis of School Management and Leadership: EDUC 361 Article Review

This assignment presents a review of four research articles focusing on various aspects of school management, instructional leadership, and their impact on student learning. The first article examines the alignment of Croatian school management practices with constructivist instruction and the role of principal support systems. The second article highlights the increasing importance of school management in student academic success, particularly in light of international exams like PISA and TALIS. The third article explores the impact of increased instruction time on student learning, while the fourth investigates the improvement in teachers' instructional support and classroom management within a school-wide initiative in Norway. Each article is analyzed in relation to five dimensions of teaching: purpose, student engagement, curriculum and pedagogy, assessment for student learning, and classroom environment and culture. The assignment aims to connect these research findings to broader educational contexts, emphasizing the crucial role of effective leadership and management in fostering positive learning outcomes.

Article Review

Article 1
Nikša, A., Jurica, P. & Renata, R. (2016). School management innovation and principal
support systems: toward the agenda for Croatian school reform. Economic
Research-Ekonomska Istraživanja, 29(1), 1150-1164,
In this particular article, the researchers intend to examine if the present educational
management procedures within Croatian schools follow constructivist instructions and their
relation with the prevailing principal support tools. The study is basically grounded upon past
empirical outcomes, associated with the perceived requirements of the school principals for
the purpose of support and training. Namely, during the year 2011, the surveyed school
principals needed further abilities to be devised within the segments of school management
and marketing. As per the study results it can be observed that the managerial procedures of
Croatian primary schools aren’t attuned with the constructivist education theory. One set of
principals (i.e. 27.6%) have sufficient delegation abilities and focus upon the particular area
of school marketing and project management, whereas the most of them demonstrate one (or
many) forms of unproductive procedures. There prevails restricted empirical substantiation
related to the statistically noteworthy variances in the use of principal support
techniques/concepts, even though the particular application patterns have been recognized.
Moving ahead, the article is linked with different dimensions of education as well as their
elements. Firstly, it is linked with purpose focusing upon learning standards by evaluating the
level to which schools follow constructivist instructions and their relation with the prevailing
principal support tools. Secondly, Engagement focussing upon engagement strategies for
attaining maximum outcome from students. Thirdly, Curriculum and Pedagogy focusing
upon teacher approaches and strategies. Fourth, assessment for student learning lays focus
upon assessment of student learning. Lastly, classroom environment and culture focussing
upon classroom culture.
Article 2
Ates, H. and Artuner, G. (2013). The importance of school management has been
increasing in students academic success, based on international exams.
International Journal on New Trends in Education and their Implications, 4(3)

The research article highlights that the developed nations have laid focus upon the school
management as well as education structures within their educational reforms, beginning in
the closing stages of 1990s. Few global groups, aiming to make contribution towards such
reforms, have laid high focus upon education and attempted to assist nations with their
insufficiencies in testing, teaching and assessment systems. Moreover, the PISA exams,
considered one among the highly prevalent international exams, offers the opportunity to
nations to check frequently to what level they consider their educational objectives in basic
education as well as share the outcomes and assessment of the forces impacting their
education practices. Additionally, TALIS is also one among such exams, which recognizes
issues and devises recommendations for resolving such issues on few sub-regions. As per the
reports and assessments devised through the above-mentioned institutions, the school
administrators within the school system, together with other forces, perform a vital part
during the academic accomplishment of the student. In this article, effort has been made to
devise few suggestions related to education and selection procedure of school administrators
for enhancing the education quality and academic accomplishment considering exam results
as well as research reports.
Moving ahead, the article is linked with different dimensions of education as well as their
elements. Firstly, it is linked with purpose focusing upon learning standards by devising few
suggestions related to education and selection procedure of school administrators for
enhancing the education quality and academic accomplishment considering exam results as
well as research reports. Secondly, Engagement focussing upon engagement strategies for
attaining maximum outcome from students. Thirdly, Curriculum and Pedagogy focusing
upon teacher approaches and strategies. Fourth, assessment for student learning lays focus
upon assessment of student learning. Lastly, classroom environment and culture focussing
upon classroom culture.
Article 3
Andersen, S., Humlum, M. and Nandrup, A. (2016). Increasing instruction time in
schools does increase learning. PNAS, 113(27), 7481-7484
Augmenting instruction time within the school is considered as being an important factor in
the attempts of several governments for improving overall student learning, however previous

research studies chiefly grounded upon observational information and facts, dispute the
impact of such approach as well as highlights the possible negative impacts upon student
behaviour and conduct. Grounded upon a huge-scale, cluster-randomized trial, it has been
discovered that augmenting instruction time perks up student overall learning and a standard
rise in instruction duration is at least as effectual as a professional-devised, comprehensive
teaching program, which perks up instruction with the same time duration. Such findings
back up the significance of incremented instruction time.
Moving ahead, the article is linked with different dimensions of education as well as their
elements. Firstly, it is linked with purpose focusing upon learning standards by exploring the
significance of incremented instruction time. Secondly, Engagement focussing upon
engagement strategies for attaining maximum outcome from students. Thirdly, Curriculum
and Pedagogy focusing upon teacher approaches and strategies. Fourth, assessment for
student learning lays focus upon assessment of student learning. Lastly, classroom
environment and culture focussing upon classroom culture.
Article 4
Ertesvag, S. (2019). Exploring improvement in teachers’ instructional support:
Classifying and analysing patterns of change in a national on classroom
management. International Journal of leadership in Education, 1(3)
What educators perform within the classroom is considered as being an important aspect of
student learning procedures as well as results. This particular research study examines the
degree of and enhancement in instructional support of teachers all through a school-wide
effort, which intended to devise classroom management within Norwegian secondary
schools. Moreover, the research sample involved 227 educators belonging to nine different
schools. Additionally, the outcomes of GMW (growth mixture modeling) highlight that most
of the teachers didn’t show any improvement. The instructors who did progress stated greater
initial instructional assistance levels as compared to the non-progressing instructors. The
progressing instructors also reported greater job contentment and lower level of anxiety from
student conduct. The research study highlights a paradigm appropriate for assessing
enhancement in teachers’ practice in particular interventions and during continuing

professional growth. The research study offers knowledge, which might be appropriate for
school as well as district leaders introducing enhancement efforts within their school(s).
Moving ahead, the article is linked with different dimensions of education as well as their
elements. Firstly, it is linked with purpose focusing upon learning standards by examining the
degree of and enhancement in instructional support of teachers all through a school-wide
effort, which intended to devise classroom management within Norwegian secondary
schools. Secondly, Engagement focussing upon engagement strategies for attaining
maximum outcome from students. Thirdly, Curriculum and Pedagogy focusing upon teacher
approaches and strategies. Fourth, assessment for student learning lays focus upon
assessment of student learning. Lastly, classroom environment and culture focussing upon
classroom culture.