DIMITRI VAN MAELE is a postdoctoral researcher in the Department of Sociology, Research Group CuDOS, at Ghent University (Belgium). His research interests are mainly situated within the fields of the sociology of education, the sociology of organizations, and educational leadership. During his doctoral studies he has focused on exploring antecedents and consequences of teacher trust in school. After obtaining his PhD he was appointed as research coordinator of an interuniversity project which explores the effectiveness of gender-sensitive strategies with regard to academic achievement, school retardation, the motivation to learn and the aspirations of boys and girls in secondary education. His work has been published in international peer-reviewed journals, such as Educational Administration Quarterly, Teaching and Teacher Education, American Journal of Education, Oxford Review of Education, and Teachers College Record. PATRICK B. FORSYTH is professor of education at the University of Oklahoma and co-director of the Center for Education Policy. His research, all organized under the rubric of schools as organizations, has focused on collective trust, organizational structure, work alienation, and professionalization.  He has served the American Education Research Association as Division A vice president and member of Executive Council and The University Council for Educational Administration as director for fifteen years. Together with Curt M. Adams and Wayne K. Hoy, he authored Collective Trust: Why Schools Can’t Improve Without It (Teachers College Press) in 2011. MIEKE VAN HOUTTE is professor in Sociology at the Department of Sociology, Research Group CuDOS, at Ghent University (Belgium). Her research interests cover diverse topics within the sociology of education, particularly the effects of structural and compositional school features on several outcomes for students and teachers, and educationalinequality. Additionally, she supervises projects within the domain of LGB studies. Her work has been published in journals such as Journal of Curriculum Studies, Journal of Educational Research, School Effectiveness and School Improvement, Sociology of Education, Youth & Society, and American Educational Research Journal. She chairs the Flemish Sociological Association and is member of the board of the Flemish Forum for Educational Research, and vice-president of the Research Network Sociology of Education of the European Sociological Association.

• Chapter 1: Introduction.- PART I: TRUST AND LEARNING.- Chapter 2: Trust in Elementary and Secondary Urban Schools: A Pathway for Student Success and College Ambition; Barbara Schneider, Justina Judy, Christina Mazuca and Michael Broda.- Chapter 3: The Interconnectivity of Trust in Schools; Megan Tschannen-Moran.- Chapter 4: Organizational Predictability, the School Principal and Achievement; Patrick B. Forsyth and Curt M. Adams.- Chapter 5: Teacher Trust in the Principal: Factor Structure and Effects; Monixa Makiewicz and Douglas Mitchell.- PART II: TRUST AND TEACHING.- Chapter 6: The Effects of Standards Based School Accountability on Teacher Burnout and Trust Relationships: A Longitudinal Analysis; Anthony Gary Dworkin and Pamela F. Tobe.- Chapter 7: Trust at Ground Zero: Trust and Collaboration within the Professional Learning Community; Pamela R. Hallam, Shannon K. Dulaney, Julie M. Hite and Hank R. Smith.- Chapter 8: Teacher Trust in Students and the Organizational School Context: The Role of Student Culture and Teachability Perceptions; Dimitri Van Maele and Mieke Van Houtte.- Chapter 9: Mentoring, Trust and Teacher Efficacy: A Powerful Force for New Teacher Induction; Serafino M. Celano and Roxanne M. Mitchell.- PART III: TRUST AND LEADING.- Chapter 10: Linking Social Networks and Trust at Multiple Levels: Examining Dutch Elementary Schools; Nienke M. Moolenaar, Sjoerd Karsten, Peter J.C. Sleegers and Alan J. Daly.- Chapter 11: Trust, Control and Comprehensive School Reform: Investigating Growth in Teacher-Teacher Relational Trust in Success for All Schools; Timothy G. Ford.- Chapter 12: Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools; Page A. Smith and Adrian A. Flores. PART IV: TRUST AND BRIDGING.- Chapter 13: The Principal Connection: Trust and Innovative Climate in a Network of Reform; Alan J. Daly, Yi-Hwa Liou and Nienke M. Moolenaar.- Chapter 14: Trust in Districts: The Role of Relationships in Policymaking for School Improvement; Julie Reed Kockanek and Matthew Clifford.- Chapter 15: Teachers’ Trust in Knowledge Sources for Continuing Professional Development: Investigating Trust and Trustworthiness in School Systems; Wieland Wermke.

DIMITRI VAN MAELE is a postdoctoral researcher in the Department of Sociology, Research Group CuDOS, at Ghent University (Belgium). His research interests are mainly situated within the fields of the sociology of education, the sociology of organizations, and educational leadership. During his doctoral studies he has focused on exploring antecedents and consequences of teacher trust in school. After obtaining his PhD he was appointed as research coordinator of an interuniversity project which explores the effectiveness of gender-sensitive strategies with regard to academic achievement, school retardation, the motivation to learn and the aspirations of boys and girls in secondary education. His work has been published in international peer-reviewed journals, such as Educational Administration Quarterly, Teaching and Teacher Education, American Journal of Education, Oxford Review of Education, and Teachers College Record. PATRICK B. FORSYTH is professor of education at the University of Oklahoma and co-director of the Center for Education Policy. His research, all organized under the rubric of schools as organizations, has focused on collective trust, organizational structure, work alienation, and professionalization.  He has served the American Education Research Association as Division A vice president and member of Executive Council and The University Council for Educational Administration as director for fifteen years. Together with Curt M. Adams and Wayne K. Hoy, he authored Collective Trust: Why Schools Can’t Improve Without It (Teachers College Press) in 2011. MIEKE VAN HOUTTE is professor in Sociology at the Department of Sociology, Research Group CuDOS, at Ghent University (Belgium). Her research interests cover diverse topics within the sociology of education, particularly the effects of structural and compositional school features on several outcomes for students and teachers, and educationalinequality. Additionally, she supervises projects within the domain of LGB studies. Her work has been published in journals such as Journal of Curriculum Studies, Journal of Educational Research, School Effectiveness and School Improvement, Sociology of Education, Youth & Society, and American Educational Research Journal. She chairs the Flemish Sociological Association and is member of the board of the Flemish Forum for Educational Research, and vice-president of the Research Network Sociology of Education of the European Sociological Association.

• Chapter 1: Introduction.- PART I: TRUST AND LEARNING.- Chapter 2: Trust in Elementary and Secondary Urban Schools: A Pathway for Student Success and College Ambition; Barbara Schneider, Justina Judy, Christina Mazuca and Michael Broda.- Chapter 3: The Interconnectivity of Trust in Schools; Megan Tschannen-Moran.- Chapter 4: Organizational Predictability, the School Principal and Achievement; Patrick B. Forsyth and Curt M. Adams.- Chapter 5: Teacher Trust in the Principal: Factor Structure and Effects; Monixa Makiewicz and Douglas Mitchell.- PART II: TRUST AND TEACHING.- Chapter 6: The Effects of Standards Based School Accountability on Teacher Burnout and Trust Relationships: A Longitudinal Analysis; Anthony Gary Dworkin and Pamela F. Tobe.- Chapter 7: Trust at Ground Zero: Trust and Collaboration within the Professional Learning Community; Pamela R. Hallam, Shannon K. Dulaney, Julie M. Hite and Hank R. Smith.- Chapter 8: Teacher Trust in Students and the Organizational School Context: The Role of Student Culture and Teachability Perceptions; Dimitri Van Maele and Mieke Van Houtte.- Chapter 9: Mentoring, Trust and Teacher Efficacy: A Powerful Force for New Teacher Induction; Serafino M. Celano and Roxanne M. Mitchell.- PART III: TRUST AND LEADING.- Chapter 10: Linking Social Networks and Trust at Multiple Levels: Examining Dutch Elementary Schools; Nienke M. Moolenaar, Sjoerd Karsten, Peter J.C. Sleegers and Alan J. Daly.- Chapter 11: Trust, Control and Comprehensive School Reform: Investigating Growth in Teacher-Teacher Relational Trust in Success for All Schools; Timothy G. Ford.- Chapter 12: Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools; Page A. Smith and Adrian A. Flores. PART IV: TRUST AND BRIDGING.- Chapter 13: The Principal Connection: Trust and Innovative Climate in a Network of Reform; Alan J. Daly, Yi-Hwa Liou and Nienke M. Moolenaar.- Chapter 14: Trust in Districts: The Role of Relationships in Policymaking for School Improvement; Julie Reed Kockanek and Matthew Clifford.- Chapter 15: Teachers’ Trust in Knowledge Sources for Continuing Professional Development: Investigating Trust and Trustworthiness in School Systems; Wieland Wermke.