This volume presents a range of research and perspectives dedicated to advancing understanding of schools through empirical study and theoretical analysis. The eight chapters are: (1) qOrganizational Learning in High-Stakes Accountability Environments: Lessons from an Urban School Districtq (Helen M. Marks and Susan M. Printy); (2) qSources of Victory, Seeds of Defeat: Linking Enactment Politics and Implementation Developmentsq (Donna Redmond Jones and Betty Malen); (3) qInterest Groups in National Reading Policy: Perceived Influence and Beliefs on Teaching Readingq (Mengli Song and Cecil G. Miskel); (4) qBridging and Buffering Parent Involvement in Schools: Managing Exchanges of Social and Cultural Resourcesq (Rodney T. Ogawa and Susan Clark Studer); (5) qTeachers' Work and Instructional Management, Part I: Alternative Views of the Task of Teachingq (Brian Rowan); (6) qTeachers' Work and Instructional Management, Part II: Does Organic Management Promote Expert Teaching?q (Brian Rowan); (7) qCollective Efficacy and School Organization: A Multilevel Analysis of Teacher Influence in Schoolsq (Roger D. Goddard); and (8) qA Test of a Model of School Achievement in Rural Schools: The Significance of Collective Efficacyq (Wayne K. Hoy, Page A. Smith, and Scott R. Sweetland). Each chapter concludes with a bibliography. (RT)In contrast, whole language proponents underscore the importance of literature- based reading, meaning construction for ... teacher empowerment, and the naturalness of reading acquisition in reading instruction (Bergeron, 1990; Edelsky, anbsp;...
|Title||:||Theory and Research in Educational Administration|
|Author||:||Wayne K. Hoy, Cecil G. Miskel|
|Publisher||:||IAP - 2002-01-01|