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ERIC Number: ED469022
Record Type: Non-Journal
Publication Date: 2002
Pages: 240
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87154-192-0
Trust in Schools: A Core Resource for Improvement. A Volume in the American Sociological Association's Rose Series in Sociology.
Bryk, Anthony S.; Schneider, Barbara
This book uses case studies of 12 Chicago elementary schools undergoing reform (in response to the Chicago School Reform Act of 1988) to examine how effective social relationships can serve as a prime resource for school improvement. It discusses how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. Part 1, "Framing Themes and Illuminating Theory," includes (1) "The Social Foundations of Schooling: An Overlooked Dimension for Improvement" and (2) "Relational Trust" (with Julie Kochanek). Part 2, "Relational Trust in Three Urban School Communities," includes (3) "Ridgeway Elementary School: The Costs of Conflicted Leadership" (with Sharon Greenberg and Julie Kochanek); (4) "Thomas Elementary School: Cultural Diversity as an Obstacle to Trust" (with Sharon Greenberg and Julie Kochanek); and (5) "Holiday Elementary School: Dedicated to the Welfare of Children" (with Sharon Greenberg and Julie Kochanek). Part 3, "Effects and Implications," includes (6) "Relational Trust and Improving Academic Achievement" (with Julie Kochanek) and (7) "Analytic and Policy Implications for School Reform." Three appendices include a description of the field study, measures and other variables used, and analysis details. (Contains approximately 200 references.) (SM)
Russell Sage Foundation, 112 East 64th Street, New York, NY 10021 ($29.95). Web site:
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; John D. and Catherine T. MacArthur Foundation, Chicago, IL.; Joyce Foundation, Chicago, IL.; Center on Organization and Restructuring of Schools, Madison, WI.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Russell Sage Foundation, New York, NY.
IES Cited: ED502720; ED544778; ED557977; ED550096; ED560730