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Collective trust : why schools can't improve without it

Author: Patrick B Forsyth; Curt M Adams; Wayne K Hoy
Publisher: New York : Teachers College Press, [2011], ©2011.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
In this work for educators, educational leaders, organizational scholars, sociologists, and other behavioral and social scientists, Forsyth (education, U. of Oklahoma) and co-authors demonstrate that schools are organizations requiring high levels of collective trust in order to be effective. They present a theoretical framework of collective trust and provide a set of tools that practitioners can use to evaluate  Read more...
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Genre/Form: Longitudinal studies
Document Type: Book
All Authors / Contributors: Patrick B Forsyth; Curt M Adams; Wayne K Hoy
ISBN: 9780807751671 0807751677
OCLC Number: 668188619
Description: xv, 218 pages : illustrations ; 23 cm
Contents: Early studies in school trust --
Conceptual foundations and the formation of collective trust --
Measuring collective trust in schools --
Antecedents of collective trust : school evidence --
Consequences of collective trust.
Responsibility: Patrick B. Forsyth, Curt M. Adams, Wayne K. Hoy ; foreword by Barbara Schneider.

Abstract:

In this work for educators, educational leaders, organizational scholars, sociologists, and other behavioral and social scientists, Forsyth (education, U. of Oklahoma) and co-authors demonstrate that schools are organizations requiring high levels of collective trust in order to be effective. They present a theoretical framework of collective trust and provide a set of tools that practitioners can use to evaluate the trust culture of their schools. They begin by looking at early studies and conceptual foundations of collective trust. They then synthesize evidence from studies conducted at four universities in the Midwest, shedding light on collective trust as a condition of social capital and academic optimism. Collective trust is then examined in relation to accountability, school reform, and the role of the principal. Appendices provide actual measures that were used in the research. The book can be used as a supplementary text for courses on leadership, school culture, or community relations. Because it traces the 25 year history of an ongoing research agenda, it will be useful for courses on educational research and design.

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