Are principals instructional leaders yet? A science map of the knowledge base on instructional leadership, 1940xe2x80x932018 In the 1980s when research on effective schools surfaced the importance of xe2x80x98instructional leadershipxe2x80x99 in the United States, skeptics wondered if this would be just another educational fad. Yet, 40xc2xa0years later, the expectation for school principals to be xe2x80x98instructional leadersxe2x80x99 has become ubiquitous throughout much of the world. This systematic review of research used science mapping to gain insights into the growth and geographic distribution of this literature, as well as to identify key documents, authors, and topics. The authors used a variety of quantitative bibliometric analyses to examine 1206 Scopusindexed journal articles on instructional leadership published between 1940 and 2018. The results affirm that the knowledge base on instructional leadership has not only increased in size, but also geographic scope. Contrary to expectations during the 1980s, instructional leadership has demonstrated remarkable staying power, growing into one of the most powerful models guiding research, policy and practice in school leadership. Despite this finding, both author cocitation and coword analyses revealed the emergence of xe2x80x98integrated models of school leadershipxe2x80x99 in which instructional leadership is enacted in concert with dimensions drawn from complementary leadership approaches. Key themes in the recent literature include studies of leadership effects on teachers and students, contexts for leadership practice, and means of developing instructional leaders.

Formative assessment with interactive whiteboards: A oneyear longitudinal study of primary studentsxe2x80x99 mathematical performance Abstract   The popularity of interactive whiteboards (IWBs) has grown and, in many countries, are nearly ubiquitous. Nevertheless, a lack of training, among other factors, has led to teachers misusing, or even abandoning this technology. While IWBs should improve learning outcomes, few studies have evaluated the impact of longterm IWBbased instruction. The purpose of this study is to track changes in the mathematical performance through formative assessment (FA) for primary school students participating in an IWB Formative Assessment (FA) system, characterized by elements including feedback, social learning through discussions, agentive learning through personalized options, and gamebased learning featuring amonggroup competition and withingroup collaboration. A convenience sample of 178xe2x80xafsgrade students from the same grade (four classes) participated in the study, which lasted one school year. Hierarchical linear modeling (HLM) was utilized to analyze data from the IWB system, revealing the following: (1) a significant correlation between studentsxe2x80x99 involvement in formative IWB activities and mathematics achievement (txe2x80xafxe2x80xaf6.52; pxe2x80xafxe2x80xaf0.00); (2) no effect of gender on initial mathematics performance; (3) a significant role of student motivational goals on initial mathematics performance, with higher masteryavoidance associated with better initial assessments (txe2x80xafxe2x80xaf2.02, pxe2x80xafxe2x80xaf0.04) and higher performanceavoidance associated with lower initial assessments (txe2x80xafxe2x80xafxe2x88x922.60, pxe2x80xafxe2x80xaf0.03); (4) interaction between gender and linear change, with girls outperforming boys (txe2x80xafxe2x80xafxe2x88x922.57, pxe2x80xafxe2x80xaf0.01) in FA performance over time (although boys made advances on summative assessments); and (5) a negative interaction of masteryavoidance with linear change, where higher levels of masteryavoidance were associated with a greater decline in FA performance over time (txe2x80xafxe2x80xafxe2x88x922.57, pxe2x80xafxe2x80xaf0.01). In short, the research findings suggest that if teachers use IWBbased FA over a relatively long time, they must pay special attention to boys and those who hold high masteryavoidance goals.