Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
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 Forsythís 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.
Preface; Wayne K. Hoy and Michael DiPaola.
Chapter 1. The Empirical Consequences of School Trust; Patrick B. Forsyth.
Chapter 2. Building Trust in Schools: A Review of the Empirical Evidence; Curt M. Adams.
Chapter 3. Evaluating the Culture of High Schools in Relation to Their Demographic Characteristics and Performance; Ted J. Kowalski and Kathleen Hermann.
Chapter 4. Defining, Measuring, and Validating Teacher and Collective Responsibility; Laura LoGerfo and Roger Goddard.
Chapter 5. Systems Thinking and Culture Change in Urban School Districts; Leigh McGuigan.
Chapter 6. Measuring District Climate; Michael DiPaola and Kathleen Smith.
Chapter 7. U-Turn Required: How Virginia's First School Turnaround Specialists Are Meeting the Challenges of Improving Low-Performing Schools; Daniel L. Duke, Pamela D. Tucker, Michael J. Salmonowicz, and Melissa K. Levy.
Chapter 8. Encouraging Teacher Leaders; Marc A. L. Shelton, Virginia Davidhizar Birky, and W. Scot Headley.
Chapter 9. Curriculum and Instruction Policy in the Context of Multiple Accountabilities; Jason P. Nance and Helen M. Marks.
Chapter 10. African American Female Superintendents Speaking the Language of Hope: Reconstructing the Multi-Dimensions of Passion; Juanita Cleaver Simmons and W. Yvonne Johnson.
Chapter 11. Charter Schools, Communities, and Local Newspapers: New Questions to Examine; Ann Allen and Dwan V. Robinson.
About the Editors.
About the Contributors.