A volume in the series: Research and Theory in Educational Administration. Editor(s): Michael DiPaola, The College of William and Mary. Patrick B. Forsyth, The University of Oklahoma.
Leadership and School Quality is the twelfth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Hence, the chapters include analyses that investigate relationships between school organizations and leadership behaviors that have an impact on teacher and school effectiveness.
Preface, Michael F. DiPaola and Wayne K. Hoy. Acknowledgments. Thinking, Deciding, and Leading: Sound Theory and Reflective Practice, Wayne K. Hoy.Assessment Leadership: A Systems Perspective, Leslie W. Grant. Servant Leadership and Organizational Citizenship Behavior: Predictors of Climate,David L. Dixon. Direct and Indirect Effects of Principal Leadership on Teacher Quality and Mathematics Achievement in the Context of the Responsive Classroom Approach, Ross A. A. Larsen, Shannon B. Wanless, Sara E. Rimm-Kaufman, and Timothy W. Curby. Instructional Leadership Behaviors: The Impact on Teachers’ Classroom Instruction, Kristi E. Wagner and Charles A. Wagner. <s! pan=””>High Priority Support for High Priority Leadership: Principals’ Perceptions of a Support Network in an Urban School District, Thomas H. Beatty. Principal Support of Teachers and Its Impact on Student Achievement,Mary Lynne Derrington and David J. Lomascolo. Predictors of School Effectiveness, Lauren Bailes. School Effectiveness: A Meta-analytic Review of Published Research, Roxanne M. Mitchell, Jingping Sun, Sijia Zhang, Brenda Mendiola, and C. John Tarter. All for One and One for All: A Social Network Perspective on the Effects of Social Influence on Teacher Trust, Dimitri Van Maele, Nienke M. Moolenaar and Alan J. Daly. Trust and Friction: A Multilevel Analysis of Elementary Math Classrooms, W. Sean Kearney and Julie Gray.Race to the Top and the Future of Federal Education Policy, Andrew Saultz.About the Editors/Authors.