Essential Ideas For The Reform of American Schools

Edited by:
Wayne K. Hoy, The Ohio State University
Michael DiPaola, The College of William and Mary

A volume in the series: Research and Theory in Educational Administration. Editor(s): Arnold Danzig, San Jose State University. William Black, University of South Florida.

Published 2007

This book is different than its predecessors in that it identifies and synthesizes twelve key constructs that have important implications for both administrators and researchers; these constructs guide administrators engaged in meaningful school improvement efforts and provide researchers an agenda for future study. The articles of the book capture decades of theoretical and research work.

Essential Ideas for the Reform of American Schools identifies and synthesizes key constructs that have important implications for the improvement of schools. The articles have been written over a period of several decades and are grounded in theoretical analysis and empirical research. Together they form a coherent body of literature for both practitioners interested in improving schools and researchers committed to the study of school effectiveness.

About the Editors. Editors’ Comments, Wayne K. Hoy And Michael Dipaola. PART I: OVERVIEW AND INTRODUCTION. PART II: ON PUPIL CONTROL. The Pupil Control Studies: A Historical, Theoretical, And Empirical Analysis, Wayne K. Hoy. PART III: On Organizational climate. Elementary School Climate: A Revision Of The OCDQ. Wayne K. Hoy and Sharon Clover. PART IV: ON ORGANIZATIONAL HEALTH. Organizational Health: The Concept And Its Measure, Wayne K. Hoy and John Feldman. Academic Emphasis Of Urban Elementary Schools And Student Achievement: A Multi-Level Analysis, Roger G. Goddard, Scott R. Sweetland, and Wayne K. Hoy. PART V: ON ORGANIZATIONAL TRUST. TheConceptualization And Measurement Of Faculty Trust In Schools, Wayne K. Hoy and Megan Tschannen-Moran. Teacher Trust In Students And Parents: A Multilevel Examination Of The Distribution And Effects Of Teacher Trust In Urban Elementary Schools, Roger D. Goddard, Megan Tschannen-Moran, and Wayne K. Hoy. PART VI: ON COLLECTIVE EFFICACY. Collective Teacher Efficacy: Its Meaning, Measure, And Impact On Student Achievement, Roger D. Goddard, Wayne K. Hoy, and Anita Woolfolk Hoy. Collective Efficacy: Theoretical Development, Empirical Evidence, And Future Directions, Roger D. Goddard, Wayne K. Hoy, and Anita Woolfolk Hoy. PART VII: ON ACADEMIC OPTIMISM. Academic Optimism Of Schools: A Force For Student Achievement, Wayne K. Hoy, C. John Tarter, and Anita Woolfolk Hoy. PART VIII: ON ORGANIZATIONAL CITIZENSHIP. Measuring Organizational Citizenship: The OCB Scale, Michael DiPaola, C. J. Tarter, and Wayne K. Hoy. Organizational Properties That Foster Organizational Citizenship, Michael DiPaola and Wayne K. Hoy. Organizational Citizenship Of Faculty And Student Achievement, Michael DiPaola and Wayne K. Hoy. PART IX: ON ORGANIZATIONAL JUSTICE. Organizational Justice In Schools: No Justice Without Trust, Wayne K. Hoy and C. John Tarter. PART X: ON ORGANIZATIONAL MINDFULNESS. School Mindfulness And Faculty Trust: Necessary Conditions For Each Other?, Wayne K. Hoy and C. John Tarter. PART XI: ON ENABLING STRUCTURE. Designing Better Schools: The Meaning And Nature Of Enabling School Structure, Wayne K. Hoy and Scott Sweetland. An Analysis Of Enabling And Mindful School Structures: Some Theoretical, Research, And Practical Consideration, Wayne K. Hoy. PART XII: ON EMPOWERMENT. A Normative Model Of Shared Decision Making, Wayne K. Hoy and C. John Tarter.