Buch, Englisch, 320 Seiten, Paperback, Format (B × H): 156 mm x 234 mm, Gewicht: 488 g
Buch, Englisch, 320 Seiten, Paperback, Format (B × H): 156 mm x 234 mm, Gewicht: 488 g
Reihe: Research & Theory in Educational Administration
ISBN: 978-1-60752-093-1
Verlag: Information Age Publishing
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 Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time-instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.
Autoren/Hrsg.
Weitere Infos & Material
Preface, Wayne K. Hoy and Michael DiPaola. Transformational School Leadership Effects on Schools, Teachers, and Students, Kenneth Leithwood and Jing-Ping Sun. A Theoretical and Empirical Analysis of Change Orientations in Schools, Sean Kearney and Page A. Smith. Interventions to Improve Instruction: How Implementation Strategies Affect Instructional Change, Brian Rowan and Richard Correnti. Academic Optimism and Achievement: A Path Model, Misty M. Kirby and Michael F. DiPaola. Middle School Reform and Its Relationship to Learning Environments and Student Outcomes, Nancy L. Jadallah and Diana G. Pounder. Continuation High Schools: A Descriptive Study of a Major California Dropout Prevention Program, Lynne G. Perez and Joseph F. Johnson, Jr. Culture and Process in Effective School Districts, William A. Firestone. Professionalism in Teaching: Toward a Structural Theory of Professionalism, Eileen McMahon and Wayne K. Hoy. Teacher - School Board Member Trust as a Bridge to School Effectiveness: Relationships and Organizational Structure, Pamela A. Lenz. Conceptualizing and Validating a Measure of Student Trust, Curt M. Adams and Patrick B. Forsyth. The Effects of National Origin of Applicants on Admission Decisions for a Doctoral Program in Educational Leadership: Is It a Level Playing Field? I. Phillip Young and Karen Holsey Young. About the Editors. About the Contributors.
