What influences principals' perceptions of academic climate? A nationally representative study of the direct effects of perception on climate

Leadership and Policy in Schools

Volumn 10, Issue 3, 2011, Pages 322-348

  Urick, Angela ^a   Bowers, Alex J ^a  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960711675     PISSN: 15700763     EISSN: 17445043     Source Type: Journal    
DOI: 10.1080/15700763.2011.577925     Document Type: Article

References (65)

1. Anderson, C. (1982). The search for school climate: A review of the research. Review of Educational Research, 52, 368-420.
2. Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32, 627-658.
3. Bowers, A. J. (2008). Promoting excellence: Good to great, NYC's district 2, and the case of a high-performing school district. Leadership and Policy in Schools, 7, 154-177.
4. Brand, S., Felner, R., Seitsinger, A., Burns, A., & Bolton, N. (2008). A large-scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46, 507-535.
5. Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95, 570-588.
6. Cohen, D. K., Raudenbush, S., & Ball, D. L. (2003). Resources, instruction and research. Educational Evaluation and Policy Analysis, 25, 119-142.
7. Cusick, P. A. (1983). The egalitarian ideal and the American high school: Studies of the schools. New York, NY: Longman.
8. Danielsen, A., Wiium, N., Wilhelmsen, B., & Wold, B. (2010). Perceived support provided by teachers and classmates and students' self-reported academic initiative. Journal of School Psychology, 48, 247-267.
9. Edmonds R. (1979). Effective schools for urban poor. Educational Leadership, 37, 15-24.
10. Enders, C. (2008). Analysis of missing data. AERA professional development course, March 25, 2008.
11. Firestone, W., & Martinez, C. (2007). Districts, teacher leaders, and distributed leadership: Changing instructional practice. Leadership and Policy in Schools, 6, 3-35.
12. Firestone, W., & Wilson, B. (1985). Using bureaucratic and cultural linkages to improve instruction: The principal's contribution. Educational Administration Quarterly, 21(2), 7-30.
13. Garmezy, N. (1991). Resiliency and vulnerability to adverse development outcomes associated with poverty. American Behavioral Scientist, 34, 416-430.
14. Goddard, R., Sweetland, S., & Hoy, W. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36, 683-702.
15. Goh, S., Young, D., & Fraser, B. (1995). Psychosocial climate and student outcomes in elementary mathematics classrooms: A multilevel analysis. The Journal of Experimental Education, 64, 29-40.
16. Goldring, E., Huff, J., May, H., & Camburn, E. (2007). School context and individual characteristics: What influences principal practice? Journal of Educational Administration, 46, 332-350.
17. Goldring, E., Porter, A., Murphy, J., Elliot, S., & Cravens, X. (2009). Assessing learning-centered leadership: Connections to research, professional standards, and current practices. Leadership and Policy in Schools, 8, 1-36.
18. Gottfredson, G., Gottfredson, D., Payne, A., & Gottfredson, N. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention. Journal of Research in Crime and Delinquency, 42, 412-444.
19. Griffith, J. (1995). An empirical examination of a model of social climate in elementary school. Basic and Applied Social Psychology, 17, 97-117.
20. Griffith, J. (1999). School climate as social order and social action: A multi-level analysis of public elementary school student perceptions. Social Psychology of Education. 2, 339-369.
21. Hallinger, P., & Heck, R. (1996). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32, 5-44.
22. Harris, A. (2002, September). Distributed leadership in schools: Leading or misleading? Paper presented at the annual conference of the British Educational Leadership, Management and Administration Society, Birmingham, UK.
23. Heck, R. (2000). Examining the impact of school quality on school outcomes and improvement: A value-added approach. Educational Administration Quarterly, 36, 513-552.
24. Heck, R. (2006). Assessing school achievement progress: Comparing alternative approaches. Educational Administration Quarterly, 42, 667-699.
25. Heck, R., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46, 659-689.
26. Heck, R. Larsen, T., & Marcoulides, G. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26, 94-125.
27. Heck, R., & Marcoulides, G. (1996). School culture and performance: Testing the invariance of an organizational model. School Effectiveness and School Improvement, 7, 76-95.
28. Howell, D. (2008). Fundamental statistics for the behavioral sciences (6th ed.). Belmont, CA: Thompson Wadsworth.
29. Hoy, W., & Hannum, J. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33, 290-311.
30. Hoy, W., Sweetland, S., & Smith, P. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38, 77-93.
31. Hoy, W., Tarter, C. J., & Bliss, J. (1990). Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26, 260-279.
32. Hoy, W., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43, 425-446.
33. Ingles, S. J., Pratt, D., Rogers, J., Siegel, P., Stutts, E., & Owings, J. (2004). Education longitudinal study of 2002: Base year data file user's manual. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
34. Ingles, S. J., Pratt, D., Wilson, D., Burns, L., Currivan, D., Rogers, J., & Hubbard-Bednasz, S. (2007). Education longitudinal study of 2002: Base-year to second follow-up data file documentation. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
35. Leithwood, K. (2010). Characteristics of school districts that are exceptionally effective in closing the achievement gap. Leadership and Policy in Schools, 9, 245-291.
36. Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35, 679-706.
37. Leithwood, K., & Jantzi, D. (2008). Linking leadership to student learning: The contributions of leader efficacy. Educational Administration Quarterly, 44, 496-528.
38. Leithwood, K., & Jantzi, D. (2009). A review of empirical evidence about school size effects: A policy perspective. Review of Educational Research, 79, 464-490.
39. Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44, 529-561.
40. Leithwood, K., Mascall, B., Strauss, T., Sacks, R., Memon, N., & Yashkina, A. (2007). Distributing leadership to make schools smarter: Taking the ego out of the system. Leadership and Policy in Schools, 6, 37-67.
41. MacNeil, A., Prater, D., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12, 73-84.
42. Mangin, M. (2007). Facilitating elementary principals' support for instructional teacher leadership. Educational Administration Quarterly, 43, 319-357.
43. McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8, 130-140.
44. McKown, C., & Weinstein, R. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46, 235-261.
45. Meece, J., Anderman, E., & Anderman, L. (2006). Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology, 57, 487-503.
46. Mertler, C., & Vannatta, R. (2002). Advanced and multivariate statistical methods. Glendale, CA: Pyrczak Publishing.
47. Mortimore, P. (1993). School effectiveness and the management of effective learning and teaching. School Effectiveness and School Improvement, 4, 290-310.
48. Murphy, J., Elliott, S., Goldring, E. & Porter, A. (2007). Leadership for learning: A research-based model and taxonomy of behaviors. School Leadership and Management, 27, 179-201.
49. Oakes, J. (1989). What educational indicators? The case for assessing the school context. Educational Evaluation and Policy Analysis, 11, 181-199.
50. Phillips, M. (1997). What makes schools effective? A comparison of the relationship of communitarian climate and academic climate to mathematics achievement and attendance during middle school. American Educational Research Journal, 34, 633-662.
51. Plank, S., Bradshaw, C., & Young, H. (2009). An application of the broken-window and related theories to the study of disorder, fear and collective efficacy in schools. American Journal of Education, 115, 227-247.
52. Printy, S. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44, 187-226.
53. Raudenbush, S., Rowan, B., & Kang, S. (1991). A multilevel, multivariate model for studying school climate with estimation via the EM algorithm and application to US high school data. Journal of Educational Statistics, 16, 295-330.
54. Rice, J. (2001). Explaining the negative impact of the transition from middle to high school on student performance in mathematics and science. Educational Administration Quarterly, 37, 372-400.
55. Rizzuto, T., LeDoux, J., & Hatala, J. (2009). It's not just what you know, it's who you know: Testing a model of the relative importance of social networks to academic performance. Social Psychology Education, 12, 175-189.
56. Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44, 635-674.
57. Rumberger, R., & Palardy, G. (2005). Test scores, dropout rates, and transfers rates as alternative indicators of high school performance. American Educational Research Journal, 42, 3-42.
58. Seashore Louis, K., Leithwood, K., Wahlstrom, K., Anderson, S., Michlin, M., Mascall, B.,... Moore, S. (2010). Learning from leadership: Investigating the links to improved student learning. A final research report to the Wallace Foundation. Retrieved from http://www.wallacefoundation.org/knowledgecenter/ school-leadership/key-research/Documents/Investigating-the-Links-to-Improved-Student-Learning.pdf
59. Shouse, R. (1996). Academic press and sense of community: Conflict, congruence, and implications for student achievement. Social Psychology of Education, 1, 46-68.
60. Supovitz, J. Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly. 46, 31-56.
61. Tarter, C. J., Sabo, D., & Hoy, W. (1995). Middle school climate, faculty trust, and effectiveness: A path analysis. Journal of Research and Development in Education, 29, 41-49.
62. Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45, 217-247.
63. Welsh, W. (2000). The effects of school climate on school disorder. The Annals of the American Academy of Political and Social Science, 567, 88-107.
64. Wilkins, N., & Kuperminc, G. (2010). Why try? Achievement motivation and perceived academic climate among Latino youth. The Journal of Early Adolescence, 30, 246-276.
65. Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. The Journal of School Health, 74, 293-299.