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Record Nr. |
UNINA9910483917803321 |
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Titolo |
Trust and School Life : The Role of Trust for Learning, Teaching, Leading, and Bridging / / edited by Dimitri Van Maele, Patrick B. Forsyth, Mieke Van Houtte |
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Pubbl/distr/stampa |
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Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2014 |
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ISBN |
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Edizione |
[1st ed. 2014.] |
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Descrizione fisica |
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1 online resource (352 p.) |
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Classificazione |
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Disciplina |
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Soggetti |
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Sociology |
Educational psychology |
Education—Psychology |
Child psychology |
School psychology |
Sociology, general |
Educational Psychology |
Child and School Psychology |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters. |
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Nota di contenuto |
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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 |
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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. |
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Sommario/riassunto |
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This book samples recent and emerging trust research in education including an array of conceptual approaches, measurement innovations, and explored determinants and outcomes of trust. The collection of pathways explores the phenomenon of trust and establishes the significance of trust relationships in school life. It emboldens the claim that trust merits continued attention of both scholars and practitioners because of the role it plays in the production of equity and excellence. Divided into four parts, the book explores trust under the rubrics of learning, teaching, leading and bridging. The book proposes a variety of directions for future research. These include the simultaneous investigation of trust from the prospectives of various trusters, and at both the individual and group levels, longitudinal research designs, and an elaboration of methods. |
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