A volume in Research and Theory in Educational Administration Series Editors: Wayne K. Hoy, The Ohio State University and Michael DiPaola, The College of William and Mary Analyzing School Contexts is the ninth volume in a series of research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. The current selection of readings is loosely organized around the broad topics of school contexts, leadership, and organizational properties that influence the effectiveness of schools. The book begins with a reflective analysis of the importance of organizational theories and theorizing in educational in administration and then proceeds to examine research on how leaders, especially principals, can strengthen the instructional and academic capacity of the school to enhance teachers' effectiveness in producing strong student outcomes. The analyses deal not only with what instructional leadership practices make positive differences in teaching and learning, but also with how district leadership is pivotal in developing school partnerships with business and how district mentoring programs to develop future school leaders succeed. Finally, we examine school climate, academic optimism of teachers, organizational trust, and the constraints and opportunities that the law provides to develop and maintain a respectful school environment conducive to learning. This series on Theory and Research in Educational Administration is about understanding schools. We welcome articles and analyses that explain school organizations and administration. We are interested in the qwhyq questions about schools. To that end, case analyses, surveys, large data base analyses, experimental studies, and theoretical analyses are all welcome. We provide the space for authors to do comprehensive analyses where that is appropriate and useful. We believe that the Theory and Research in Educational Administration Series has the potential to make an important contribution to our field, but we will be successful only if our colleagues continue to join us in this mission. So join with us; let us hear from you if you have theory and research that will enlighten our understanding of schools.With the exception of instruction where time is a critical component, principals do not directly influence teachersa#39; ... As a result, principals gain new insight as to the challenges teachers face and into the resources they need to get better.
|Title||:||Analyzing School Contexts|
|Author||:||Wayne K. Hoy, Michael F. DiPaola|
|Publisher||:||IAP - 2010|