ERIC Number: ED479055
Record Type: Non-Journal
Publication Date: 2003
Studies in Leading and Organizing Schools. A Volume in Research and Theory in Educational Administration.
Hoy, Wayne, Ed.; Miskel, Cecil, Ed.
This collection of research reports is intended to advance the understanding of schools through empirical study and theoretical analysis. The reports are as follows: "The Punctuated Equilibrium of National Reading Policy: Literacy's Changing Images and Venues" (Celia Sims and Cecil Miskel); "Productive Campus Leadership Responses to Accountability: Principals as Policy Mediators" (Linda Skrla); "Sources and Consequences of Organic Management in Elementary and Secondary Schools" (Robert J. Miller and Brian Rowan); "Principals Respond to the School Environment with Fluidity, Alignment, Vigilance, and Fear" (Janice R. Fauske and Bob L. Johnson, Jr.); "A River Runs Through It: Tacit Knowledge in Educational Administration" (Nancy S. Nestor-Baker); "Fostering Organizational Citizenship in Schools: Transformational Leadership and Trust" (Megan Tschanen-Moran); "The Conceptualization and Measurement of Faculty Trust in Schools: The Omnibus T-Scale" (Wayne K. Hoy and Megan Tschanen-Moran); and "Investing in Teacher Quality: A Framework for Estimating the Cost of Teacher Professional Development" (Jennifer King Rice). (WFA)
Descriptors: Accountability, Administrator Qualifications, Administrator Responsibility, Educational Administration, Elementary Secondary Education, Instructional Leadership, Principals, Professional Development, Reading Programs, School Organization, School Supervision, Teacher Administrator Relationship, Teacher Education, Teacher Effectiveness
Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (hardbound: ISBN-1-931576-99-8, $65.25; paperbound: ISBN-1-931576-98-X, $31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com.
Publication Type: Books; Collected Works - General; Reports - Research
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED557977