Michael DiPaola, The College of William and Mary, USA Patrick B. Forsyth, The University of Oklahoma , USA

• Preface.Chapter 1. Instructional Capacity and Student Achievement: A Look Inside an Urban District; Curt M. Adams.Chapter 2. Student Engagement and Achievement; Tony Frontier.Chapter 3. The Influence of Academic Press on Students' Mathematics and Reading Achievement; Roger D. Goddard, Christine Neumerski, and Serena Salloum.Chapter 4. District Readiness to Support School Turnaround: A Case Study; Daniel Player.Chapter 5. Collective Efficacy, Collegial Leadership, and a Culture of Trust: Predicting Academic Optimism and Overall Effectiveness; Julie A. Gray and C. John Tarter.Chapter 6. Conceptualizing and Validating a Measure of Principal Support; Michael F. DiPaola.Chapter 7. Theoretical and Empirical Evidence of the Importance of School Context in Fostering Identification With School; Roxanne M. Mitchell.Chapter 8. Correlates of Pupils' Sense of Futility in Primary Education in Flanders: The Role of the Teacher; Mieke Van Houtte, Dimitri Van Maele and Orhan Agirdag.Chapter 9. Maximizing the Power of Decision Making: Ten Useful Concepts for School Leaders; Lauren Bailes and Amy Schrepfer-Tarter.Chapter 10. Empirical Support for a Broadened Conception of Giftedness: Implications for School Leaders; Valija C. Rose.Chapter 11. Parent Social Networks: A Resource to Shape Parent Responsibility; Katherine A. Curry and Curt M. Adams.Appendix.About the Contributors.