Improving Schools: Studies in Leadership and CultureWayne K. Hoy, Michael F. DiPaola A volume in Research and Theory in Educational Administration Series Editors: Wayne K. Hoy, The Ohio State University and Michael DiPaola, The College of William and Mary Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This book is organized around two broad concepts-leadership and culture, which have important implications for improving schools. The book begins with an analysis of the saliency of trust in the culture of schools. In the first chapter, Patrick Forsyth's review of the consequences of school trust sets the tone for seeking and developing school cultures that enhance high academic performance of students. The investigation of school trust is traced over several decades at four research universities as scholars at each institution conceptualized, refined, and examined the consequences of school trust. It seems fair to conclude that a school culture that is anchored in values and norms of faculty trusting students and parents facilitates high academic achievement and positive outcomes. |
Contents
The Empirical Consequences of School Trust | 1 |
A Review of the Empirical Evidence | 29 |
Evaluating the Culture of High Schools in Relation to Their | 55 |
Copyright | |
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Improving Schools: Studies in Leadership and Culture Wayne K. Hoy,Michael DiPaola Limited preview - 2008 |
Improving Schools: Studies in Leadership and Culture Wayne K. Hoy,Michael F. DiPaola No preview available - 2008 |
Common terms and phrases
academic Adequate Yearly Progress African American female analysis assessment association behavior Bryk Chula Vista cognitive collective responsibility concurrent validity context correlation Cronbach's alpha curriculum and instruction decisions district climate district staff Educational Administration Educational Administration Quarterly educational leadership effective factors faculty trust Forsyth Goddard Hierarchical Linear Modeling high schools Influence on Curriculum instruction policy involvement math measures ment organization organizational outcomes parent trust participants passion performance positively related principals and teachers programs public school reform relationship role group school culture school district school improvement school level school site councils school trust school turnaround scores self-efficacy social capital structures student achievement subscale systems thinking Tarter teacher efficacy teacher influence teacher leaders teacher leadership teacher responsibility teacher trust teaching teamwork Thousand Oaks tion Trust in schools trust of clients trust of colleagues trust of principal Tschannen-Moran turnaround specialists urban districts variables VSTSP z-scored