Principal-Teacher Interactions in Instructionally Effective and Ordinary Elementary Schools
Bibliographic Data
| ID | 10855992 |
|---|---|
| Authors | Ulrich C Reitzug (University of Central Florida, corresponding author) |
| Year | 1989 |
| Volume | 24 |
| Issue | 1 |
| Pages | 38-58 |
| Publication date | 1989-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085989024001003 |
| OpenAlex | W2089024514 |
| Language | EN |
| References cited | 4 |
The principal in the more effective school talked with teachers more often, was concerned for them, had high expectations, and was more supportive
Mathematics education · Pedagogy · Principal (computer security) · Sociology · Collaborative Teaching and Inclusion · Computer Science · Historical Education Studies Worldwide · Psychology · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |