@inbook{10.7249/mg885wf.9,
 ISBN = {9780833048912},
 URL = {http://www.jstor.org/stable/10.7249/mg885wf.9},
 abstract = {Researchers have identified school leadership as a key factor in improving schools and their students’ achievement. In a recent review of the literature, Leithwood et al. (2004) concluded that among school-related factors that are associated with students’ achievement, leadership is second only to classroom instruction. In addition, they found more demonstrated effects of successful leadership in low-performing schools. Although other factors, such as parental involvement, students’ background, school characteristics, and the district context, should not be overlooked, certain practices on the part of principals have been found to be related to positive student outcomes, including increased student achievement (Waters, Marzano,},
 author = {Catherine H. Augustine and Gabriella Gonzalez and Gina Schuyler Ikemoto and Jennifer Russell and Gail L. Zellman and Louay Constant and Jane Armstrong and Jacob W. Dembosky},
 booktitle = {Improving School Leadership: The Promise of Cohesive Leadership Systems},
 pages = {1--10},
 publisher = {RAND Corporation},
 title = {Introduction},
 year = {2009}
}