Wayne K. Hoy – författare

Find out what your school's personality type is--open, closed, or somewhere in between--and help uncover the state of your school's organizational health. Now you can make sure your elementary or middle school becomes (and stays) a positive and inviting place for both students and staff. Building on nearly 20 years of careful research and real-world testing, Hoy and Tarter offer a set of hands-on tools for observing, assessing, and, if necessary, improving your school's climate. The authors call their measurement tools the Organizational Climate Description Questionnaire (OCDQ), for tapping the openness of a school's professional interactions, and the Organizational Health Inventory (OHI), for capturing the health of interpersonal relationships in schools. Learn how to use (OCDQ) and (OHI) to view and describe the nature and quality of school interactions among all individuals at your school. Use the openness (OCDQ) and health (OHI) measurements to better understand your school's professional development needs. You'll find out how to make minor improvements--or major ones--to benefit everyone at your school. The book provides scoring and interpretation instructions and gives concrete examples of how to apply the results of your analysis to achieve lasting, positive change.

Building on 20 years of careful research and real-world testing, the authors show administrators how to assess their school′s health. The goal is to improve middle schools by making sure the "culture" is right for all groups - students, teachers, staff. The authors call their measurement tools the Organizational Climate Description Questionnaire Revised for Middle Schools, for tapping the openness of a school′s professional interactions, and the Organizational Health Inventory for Middle Schools, for capturing the health of interpersonal relationships in schools. The "climate" questionnaire and the "health" inventory are included in the book - both are ready to copy and administer. These measurements are user-friendly and easy to interpret; scoring directions are clearly explained. Educators can use the openness (OCDQ-RM) and health (OHI-RM) to view, describe, and improve the nature and quality of their schools′ culture and climate. The OCDQ-RM and OHI-M measurements can help administrators and staff better understand their school′s professional development needs. School leaders, especially superintendents and principals, can use these hands-on tools to understand what′s going on in their schools - and then make changes as necessary. Actual case studies demonstrate how the questionnaires can be used to make every middle school a high-quality and positive learning enviroment.

Find out what your school's personality type is--open, closed, or somewhere in between--and help uncover the state of your school's organizational health. Now you can make sure your elementary or middle school becomes (and stays) a positive and inviting place for both students and staff. Building on nearly 20 years of careful research and real-world testing, Hoy and Tarter offer a set of hands-on tools for observing, assessing, and, if necessary, improving your school's climate. The authors call their measurement tools the Organizational Climate Description Questionnaire (OCDQ), for tapping the openness of a school's professional interactions, and the Organizational Health Inventory (OHI), for capturing the health of interpersonal relationships in schools. Learn how to use (OCDQ) and (OHI) to view and describe the nature and quality of school interactions among all individuals at your school. Use the openness (OCDQ) and health (OHI) measurements to better understand your school's professional development needs. You'll find out how to make minor improvements--or major ones--to benefit everyone at your school. The book provides scoring and interpretation instructions and gives concrete examples of how to apply the results of your analysis to achieve lasting, positive change.

Find out what your school's personality type is--open, closed, or somewhere in between--and help uncover the state of your school's organizational health. Now you can make sure your middle or secondary school becomes (and stays) a positive and inviting place for both students and staff. Building on nearly 20 years of careful research and real-world testing, Hoy and Tarter offer a set of hands-on tools for observing, assessing, and, if necessary, improving your school's climate. The authors call their measurement tools the Organizational Climate Description Questionnaire (OCDQ), for tapping the openness of a school's professional interactions, and the Organizational Health Inventory (OHI), for capturing the health of interpersonal relationships in schools. Learn how to use OCDQ and OHI to view and describe the nature and quality of school interactions among all individuals at your school. Use the openness (OCDQ) and health (OHI) measurements to better understand your school's professional development needs. You'll find out how to make minor improvements--or major ones--to benefit everyone at your school. The book provides scoring and interpretation instructions and gives you concrete examples of how to apply the results of your analysis to achieve lasting, positive change.

“The book provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research…”

—Megan Tschannen-Moran, The College of William & Mary

 

Quantitative Research in Education: A Primer, Second Edition is a brief and practical text designed to allay anxiety about quantitative research. Award-winning authors Wayne K. Hoy and Curt M. Adams first introduce readers to the nature of research and science, and then present the meaning of concepts and research problems as they dispel notions that quantitative research is too difficult, too theoretical, and not practical. Rich with concrete examples and illustrations, the Primer emphasizes conceptual understanding and the practical utility of quantitative methods while teaching strategies and techniques for developing original research hypotheses.

 

The Second Edition includes suggestions for empirical investigation and features a new section on self-determination theory, examples from the latest research, a concluding chapter illustrating the practical applications of quantitative research, and much more. This accessible Primer is perfect for students and researchers who want a quick understanding of the process of scientific inquiry and who want to learn how to effectively create and test ideas.

This book 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 "why" 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.

This book 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 "why" 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.

This book is the fourth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all, 27 authors contributed to 13 separate analyses, which were selected for publication this year. The chapters also provide a mix of methodologies including experimental, survey, case studies, selfanalysis, multilevel modeling, and structural equation modeling.

This book is the fourth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all, 27 authors contributed to 13 separate analyses, which were selected for publication this year. The chapters also provide a mix of methodologies including experimental, survey, case studies, selfanalysis, multilevel modeling, and structural equation modeling.

This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year.

This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year.

This book is different than its predecessors in that it identifies and synthesizes twelve key constructs that have important implications for both administrators and researchers; these constructs guide administrators engaged in meaningful school improvement efforts and provide researchers an agenda for future study. The articles of the book capture decades of theoretical and research work.Essential Ideas for the Reform of American Schools identifies and synthesizes key constructs that have important implications for the improvement of schools. The articles have been written over a period of several decades and are grounded in theoretical analysis and empirical research. Together they form a coherent body of literature for both practitioners interested in improving schools and researchers committed to the study of school effectiveness.

This book is different than its predecessors in that it identifies and synthesizes twelve key constructs that have important implications for both administrators and researchers; these constructs guide administrators engaged in meaningful school improvement efforts and provide researchers an agenda for future study. The articles of the book capture decades of theoretical and research work.Essential Ideas for the Reform of American Schools identifies and synthesizes key constructs that have important implications for the improvement of schools. The articles have been written over a period of several decades and are grounded in theoretical analysis and empirical research. Together they form a coherent body of literature for both practitioners interested in improving schools and researchers committed to the study of school effectiveness.

Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This book is organized around two broad concepts—leadership and culture, which have important implications for improving schools.The book begins with an analysis of the saliency of trust in the culture of schools. In the first chapter, Patrick Forsythís review of the consequences of school trust sets the tone for seeking and developing school cultures that enhance high academic performance of students. The investigation of school trust is traced over several decades at four research universities as scholars at each institution conceptualized, refined, and examined the consequences of school trust. It seems fair to conclude that a school culture that is anchored in values and norms of faculty trusting students and parents facilitates high academic achievement and positive outcomes.

Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This book is organized around two broad concepts—leadership and culture, which have important implications for improving schools.The book begins with an analysis of the saliency of trust in the culture of schools. In the first chapter, Patrick Forsythís review of the consequences of school trust sets the tone for seeking and developing school cultures that enhance high academic performance of students. The investigation of school trust is traced over several decades at four research universities as scholars at each institution conceptualized, refined, and examined the consequences of school trust. It seems fair to conclude that a school culture that is anchored in values and norms of faculty trusting students and parents facilitates high academic achievement and positive outcomes.

Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time—instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.

Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time—instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.

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.

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 work integrates the core instructional leadership tasks of all principals: supervision, evaluation, and professional development. The text demonstrates a hands-on approach grounded in sound theory and rigorous research. It provides both a conceptual frame and realistic exercises that today’s principals and supervisors can use to improve their practice. The book highlights observation tools that focus on high-yield instructional strategies. Principals and supervisors are encouraged to collect data in classrooms and provide this instructional feedback so together with teachers they can reflect and identify areas for growth. The models of supervision, evaluation, and professional development are research-based and are consistent with contemporary challenges that confront principals and others committed to improving instruction.

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.

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.

This series is dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to Theory and Research in Educational Administration. This first issue provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related studies were selected for this first issue.Three of the research pieces deal with the intended and unintended consequences of policy and political initiatives in schools. Do high-stakes accountability environments threaten the potential of learning organizations? Marks and Printy grapple with that question. Not surprisingly, they anticipate the latent dysfunctional consequences of high-stakes accountability as they provide a careful analysis of urban school district responses to state policies. Well-intended initiatives produced unintended consequences that threatened the capacity for organizational learning in these schools. In a similar fashion, Jones and Malen’s findings suggest that political strategies that use insider dynamics can foster successful enactment of reforms but often at a cost of undermining efforts to implement the policy. Song and Miskel focus their analysis on national reading policy. An examination of national interests groups and policymakers suggests that an assessment of various groups’ influence is necessary if policy actors are to make sensible judgments in choosing allies and building coalitions for effective actions.Two of the papers are informed by contingency theory. Ogawa and Studer are concerned with the relationship between the school and its community. They propose that both buffering and bridging strategies enable schools to deal with parents effectively. Because schools depend on parents for resources, they bridge to parents in cooperative fashion, but because parents often pose uncertainty, schools also buffer parent influence by limiting their access. Yet, there is divergence from contingency theory because schools depend primarily on parents to provide socio-cultural rather than material resources; hence, schools often use strategies that shape rather than diminish dependence on parents. Rowan, also draws ideas from contingency theory to examine the extent to which the nature of teachers’ instructional work affects patterns of instructional management in schools. His data support the explanation that teachers who face increased task variety actively work to construct "organic" patterns of instructional management to reduce task uncertainty and to increase workplace motivation and commitment.Three papers examine teachers in schools. Rowan is intrigued by the variation in the nature of teachers’ work both in terms of task variety and task uncertainty. He finds that teachers do not see their work as many organizational theorists do, that is, as a non-routine form of work; in fact, teachers view teaching as either as a routine task or "expert task." In spite of the fact that many teachers endorsed a constructivist view of teaching, few concluded it was a non-routine task. Moreover, teachers in different disciplines have different views about both the nature of academic knowledge and desirable teaching practices. Both Goddard and Hoy and his colleagues use social cognitive theory to develop an argument of the importance of collective efficacy in positively influencing student achievement. Hoy, Smith, and Sweetland build on their earlier work to demonstrate that collective efficacy of schools is pivotal in explaining student achievement in a sample of rural schools. Goddard shows that that collective efficacy is also an important predictor of the practice of involving teachers in important school decisions. He concludes that the more we learn how school practices are related to collective efficacy, the more we will know about what school leaders

This series is dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to Theory and Research in Educational Administration. This first issue provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related studies were selected for this first issue.Three of the research pieces deal with the intended and unintended consequences of policy and political initiatives in schools. Do high-stakes accountability environments threaten the potential of learning organizations? Marks and Printy grapple with that question. Not surprisingly, they anticipate the latent dysfunctional consequences of high-stakes accountability as they provide a careful analysis of urban school district responses to state policies. Well-intended initiatives produced unintended consequences that threatened the capacity for organizational learning in these schools. In a similar fashion, Jones and Malen’s findings suggest that political strategies that use insider dynamics can foster successful enactment of reforms but often at a cost of undermining efforts to implement the policy. Song and Miskel focus their analysis on national reading policy. An examination of national interests groups and policymakers suggests that an assessment of various groups’ influence is necessary if policy actors are to make sensible judgments in choosing allies and building coalitions for effective actions.Two of the papers are informed by contingency theory. Ogawa and Studer are concerned with the relationship between the school and its community. They propose that both buffering and bridging strategies enable schools to deal with parents effectively. Because schools depend on parents for resources, they bridge to parents in cooperative fashion, but because parents often pose uncertainty, schools also buffer parent influence by limiting their access. Yet, there is divergence from contingency theory because schools depend primarily on parents to provide socio-cultural rather than material resources; hence, schools often use strategies that shape rather than diminish dependence on parents. Rowan, also draws ideas from contingency theory to examine the extent to which the nature of teachers’ instructional work affects patterns of instructional management in schools. His data support the explanation that teachers who face increased task variety actively work to construct "organic" patterns of instructional management to reduce task uncertainty and to increase workplace motivation and commitment.Three papers examine teachers in schools. Rowan is intrigued by the variation in the nature of teachers’ work both in terms of task variety and task uncertainty. He finds that teachers do not see their work as many organizational theorists do, that is, as a non-routine form of work; in fact, teachers view teaching as either as a routine task or "expert task." In spite of the fact that many teachers endorsed a constructivist view of teaching, few concluded it was a non-routine task. Moreover, teachers in different disciplines have different views about both the nature of academic knowledge and desirable teaching practices. Both Goddard and Hoy and his colleagues use social cognitive theory to develop an argument of the importance of collective efficacy in positively influencing student achievement. Hoy, Smith, and Sweetland build on their earlier work to demonstrate that collective efficacy of schools is pivotal in explaining student achievement in a sample of rural schools. Goddard shows that that collective efficacy is also an important predictor of the practice of involving teachers in important school decisions. He concludes that the more we learn how school practices are related to collective efficacy, the more we will know about what school leaders

This volume provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related analyses were selected for publication this year. The book begins with a chapter by Sims and Miskel, which examines national reading policy as part of a broader federal government agenda on children’s literacy. Using a model of punctuated equilibrium, they trace the peaks of congressional and media attention to literacy. Their findings reveal that the broad level of literacy has remained a rather active and durable policy issue for more than three decades. When, however, the analysis shifts to different targets, that is, from elementary and secondary school students to adults and youth to LEP individuals, there are distinct patterns of punctuation and equilibrium. The researchers conclude that the specific issue of children’s literacy in the 1990s is the latest version or episode of literacy policy produced by shifting images and venues.