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Fostering student achievement: The relationship between collective teacher efficacy and student achievement
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Tschannen-Moran, M., & Barr, M. (2004). Fostering student achievement: The relationship between collective teacher efficacy and student achievement. Leadership and Policy in Schools, 2, 187-207.
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A multidisciplinary analysis of the nature, meaning, and measurement of trust
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Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 71, 547-593.
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Review of Educational Research
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Student trust and its relationship to identification with school academic press, and student achievement
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Tschannen-Moran, M., Bankole, R., Mitchell, R. M., & Moore, D. (in press). Student trust and its relationship to identification with school, academic press, and student achievement. Journal of Educational Administration.
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Creating smarter schools through collaboration
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Tschannen-Moran, M., Uline, C., Woolfolk Hoy, A., & Mackley, T. (2000). Creating smarter schools through collaboration. Journal of Educational Administration, 38, 247-271.
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School climate and state standards: How interpersonal relationships influence student achievement
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Tschannen-Moran, M., Parish, J., & DiPaola. M. F. (2006). School climate and state standards: How interpersonal relationships influence student achievement. Journal of School Leadership, 16, 386-415.
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School effectiveness: The underlying dimensions
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Westat and Policy Studies Associates Washington, DC: U.S. Department of Education Office of the Deputy Secretary, Planning and Evaluation ServiceEducational Administration Quarterly
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Uline, C., Miller, D., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462-483.
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The Longitudinal Evaluation of School Change and Performance in Title i Schools
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