The JROE represents a new forum for advancing, integrating, and challenging the theory and body of evidence surrounding the organization of education. Committed to scientific empiricism, this journal's editors and editorial board seek to coalesce and vitalize decades of theoretical work and research that holds promise for our understanding and improvement of organizations, especially, but not only, schools. The development and testing of a body of middlerange theory is facilitated by the availability of longitudinal and hierarchical analytical techniques, modelbuilding, and experimental simulation research approaches, all potentially signaling a new era of theoretical possibility. Increasingly, a new generation of researchers studying education organization is prepared to exploit the power of these tools. JROE can serve as scaffold for holding more precise empirical evidence and orienting it toward theorybuilding.
Front Cover 1
Title Page 2
Journal of Research on Organization in Education 3
Editors and Editorial Board 3
Editor 3
Associate Editors 3
Editorial Assistants 3
JROE 2
Editorial Introduction 6
A Theory Renaissance? 6
REFERENCES 10
JROE 4
Volume 1, 2017 4
Examining Micro-Macro Organizational Linkages in Accounting for Differences in the Reading Performance of Immigrant and Native-Born Elementary School Children 12
Ronald H. Heck and Tingting Reid 12
University of Hawaii at Manoa 12
Primary Theory: Bidwell’s social/organizational theory of schools (Bidwell, 1965). 12
Contribution to the Theory: Unlike their mainstreamed peers, English language learners (ELLs) are more likely to experience gaps in the continuity of their educational experience, due to variation in the structure and delivery of ESL programs. This s... 12
Abstract: We use a large state-representative sample (Hawaii) of elementary-aged students, teachers, and schools to examine the reading achievement of immigrant students vis-à-vis their native-born peers. Our inquiry concerns the theoretical importa... 12
THE ORGANIZATIONAL STRUCTURE OF SCHOOLS 14
Student Pathways 15
Student Mobility 15
Teacher Effects 16
THE ACADEMIC PROGRESS OF ELL STUDENTS 17
RESEARCH FOCUS 18
Method 20
Explanatory Variables 20
Cross-Classified Organizational Structures 22
Data Analysis 22
Variance Decomposition 23
Model 1: Ending Status Intercept and Growth Rate 23
Model 2: Adding Effects for ELL Participation and Changing Schools 23
Model 3: Adding Remaining Student-Level Controls, Teacher Effects and School Variables 24
Results 25
Examining the Odds of Assignment to Highly Effective Teachers 25
Table 1. Ordinal Regression Examining the Odds of Student Assignment to Highly Effective Teachers Versus Teachers of Combined Lower Effectiveness 26
-.109 26
.0555 26
3.841 26
1 26
.050 26
.897 26
.804 26
1.000 26
-.075 26
.0382 26
3.855 26
1 26
.050 26
.928 26
.861 26
1.000 26
.054 26
.0667 26
.656 26
1 26
.418 26
1.056 26
.926 26
1.203 26
-.066 26
.0441 26
2.263 26
1 26
.132 26
.936 26
.858 26
1.020 26
-.007 26
.0651 26
.011 26
1 26
.917 26
.993 26
.874 26
1.128 26
-.322 26
.1601 26
3.990 26
1 26
.046 26
.725 26
.516 26
0.988 26
Investigating the Models 26
Table 2. Standardized Fixed and Random Effects for Reading Achievement (Models 1–3) 27
0.632** 27
See Table 3 27
See Table 3 27
0.629** 27
0.046** 27
0.032** 27
0.003** 27
0.015** 27
0.018** 27
0.494** 27
49,184.31 27
38,997.22 27
38,809.95 27
36,448.30 27
Examining Differences in Predicted Teacher Effects 29
Table 3. Model 3 Standardized Teacher Effects for Ending Reading Achievement 30
Discussion and Implications 31
NOTES 34
References 34
APPENDIX A 39
The School District as a Complex Adaptive System 42
Exploring a Complexity Theory Perspective on Policy 42
Alan J. Daly Nienke M. Moolenaar 42
University of California, San Diego University of Utrecht 42
Nathalie Carrier Miguel del Fresno 42
University of Toronto/OISE Universidad Nacional de Educación a Distancia, Madrid, Spain 42
Primary Theory: Complexity theory/complex adaptive systems 42
Contribution to the Theory: This study charts a new direction for district reform research by using a rarely used theoretical framework in educational policy research: complexity theory. This theory was used to understand and explain longitudinal pat... 42
Abstract: Drawing on literature around district reform and policy implementation that suggests the importance of relational linkages in reform, and complex adaptive systems theory, which highlights the interdependent and emergent properties of system... 42
BACKGROUND 44
Conceptual Frame 46
Core Concepts in Complex Adaptive Systems 48
Methods 52
Social Network Data Collection 53
Table 1. Demographics of the Naxos Leadership Group (N =43) 54
MODELING COMPLEXITY WITH SOCIAL NETWORK ANALYSIS 54
Results 56
Study Hypothesis 56
1. Equilibrium: In the first year of implementation the leadership network will exhibit an initial centralized equilibrium state focused on the district office as policy initiators to increased dispersion of relational resources in year two and then ... 56
2. Feedback: Over time district and site leaders will tend toward forming reciprocated social ties around reform policy implementation (supported). 56
3. Emergence: Over time district and site leaders will tend toward forming specific ‘local’ micro dyadic (incoming and outgoing ties) and triadic (closure) social ties related to reform policy implementation (partially supported). 56
4. Fitness Landscape: Over time district and site leaders will tend toward forming social ties around reform policy implementation with heterogeneous others in terms of position and experience (partially supported). 56
Table 2. Parameter Estimates of Models Predicting Network Change 58
Endogenous Effects 59
Exogenous Effects 60
Discussion 61
NOTE 64
REFERENCES 64
The Influence of Collective Efficacy on Mathematics Instruction in Urban Schools 72
Dan Berebitsky Serena J. Salloum 72
Southern Methodist University Ball State University 72
Primary Theory: Social cognitive theory (Bandura, 1997) 72
Contribution to the Theory: Previous research has established a connection between collective efficacy and success or failure of instructional improvement efforts. This study further specifies the connection by using social cognitive theory to explai... 72
Abstract: Although, researchers have repeatedly demonstrated the positive relationship between collective efficacy and student achievement (e.g., Goddard, 2001 Tschannen-Moran &
INTRODUCTION 72
REVIEW OF THE LITERATURE 73
What Is Collective Efficacy? 73
The Relationship Between Collective Efficacy and Achievement 74
Instruction Defined 74
Teachers, Students, and Content 75
High Quality Instruction 76
The Role of Collective Efficacy in Instruction 76
Rationale for Hypotheses 77
METHOD 77
Data 77
Measures 78
Collective Efficacy 78
Instructional Quality Assessment 78
Table 1. Collective Efficacy Factor Loadings (n = 25 schools) 79
0.77 79
0.65 79
0.81 79
0.65 79
0.51 79
0.44 79
0.73 79
0.43 79
0.67 79
0.80 79
0.68 79
0.55 79
Controls 79
Analysis 80
RESULTS 80
Table 2. Teacher and School Level Descriptives (n = 109 teachers, 25 schools) 81
0.00 81
1.00 81
0.00 81
1.00 81
0.51 81
— 81
7.63 81
7.96 81
0.00 81
1.00 81
74.23 81
18.41 81
68.91 81
23.67 81
Table 3. School Level Correlation Matrix (n = 25 schools) 82
1 82
— 82
— 82
-0.53** 82
— 82
-0.55** 82
— 82
Table 4. Teacher Level Correlation Matrix (n = 109 schools) 82
— 82
— 82
— 82
1 82
Table 5. Multilevel Regression With Standardized IQA as Outcome (n = 109 teachers, 25 schools) 82
0.13 82
0.01 82
0.21 82
0.10 82
0.01 82
0.01 82
0.45 82
DISCUSSION AND CONCLUSIONS 83
Future Research 84
Implications for Policy 84
Limitations 84
References 85
From the Principal to the Classroom 88
How High School Teachers’ Perceptions of Academic Climate Affect Math Achievement 88
Stephen Kotok Sakiko Ikoma 88
St. John’s University American Institutes for Research 88
Primary Conceptual Framework: School effectiveness literature Contribution to the Literature: This report brings to bear recent data on the study of the effects of schoolwide academic climate on math achievement for both public and private schools. S... 88
Abstract: This study uses the High School Longitudinal Study of 2009, a nationally representative sample of high schools and students, to examine the relationship between principal leadership, professional learning communities, and classroom academic... 88
1. To what degree does a school’s academic climate—principal leadership, collaborative community, and classroom academic climate—predict its schoolwide math achievement? 89
2. To what extent does principal leadership and collaborative community influence classroom academic climate? 89
3. To what degree do different school types differ on academic climate measures and math achievement? 89
LITERATURE REVIEW 89
Academic Climate 89
Principal Leadership and Academic Climate 90
Collaborative Communities 91
The Classroom Academic Climate 92
OTHER CONTEXTUAL FACTORS 92
CONCEPTUAL FRAMEWORK 93
DATA AND METHODS 94
Measures 95
Outcome Variable 95
Independent Variables 95
Principal Leadership 95
Classroom Academic Climate 95
Collaborative Communities 95
Control Variables 95
Analytic Approach 96
FINDINGS 96
Table 1. Weighted Descriptive Statistics by School Type (n = 910) 97
37.35 97
(5.33) 97
38.14 97
(8.73) 97
43.63*** 97
(4.94) 97
42.17*** 97
(5.68) 97
63.10 97
(8.62) 97
61.16 97
(13.75) 97
74.71*** 97
(7.39) 97
71.10*** 97
(11.87) 97
3.57 97
(0.46) 97
3.36* 97
(0.63) 97
3.79* 97
(0.33) 97
3.89*** 97
(0.26) 97
3.62 97
(0.44) 97
3.49 97
(0.53) 97
3.73 97
(0.36) 97
3.70 97
(0.42) 97
3.58 97
(0.45) 97
3.47 97
(0.52) 97
3.71 97
(0.37) 97
3.71** 97
(0.39) 97
3.44 97
(0.44) 97
3.07* 97
(0.74) 97
3.60 97
(0.40) 97
3.37 97
(0.55) 97
2.84 97
(0.64) 97
2.90 97
(0.75) 97
2.88 97
(0.60) 97
2.96* 97
(0.65) 97
3.11 97
(0.55) 97
3.23 97
(0.42) 97
3.00 97
(0.47) 97
3.04 97
(0.47) 97
3.05 97
(0.55) 97
3.16 97
(0.53) 97
2.99 97
(0.63) 97
3.12 97
(0.62) 97
3.11 97
(0.49) 97
3.44*** 97
(0.48) 97
3.19 97
(0.42) 97
3.44*** 97
(0.56) 97
3.05 97
(0.64) 97
2.78** 97
(0.48) 97
3.05 97
(0.52) 97
3.22** 97
(0.66) 97
3.11 97
(0.61) 97
3.37** 97
(0.47) 97
3.29 97
(0.43) 97
3.36*** 97
(0.70) 97
3.13 97
(0.65) 97
3.33 97
(0.44) 97
3.19 97
(0.45) 97
3.30** 97
(0.68) 97
3.30 97
(0.53) 97
3.60* 97
(0.46) 97
3.23 97
(0.54) 97
3.31 97
(0.65) 97
2.86 97
(0.72) 97
2.88 97
(0.74) 97
2.85 97
(0.62) 97
3.02* 97
(0.64) 97
3.08 97
(0.62) 97
3.34** 97
(0.45) 97
3.06 97
(0.58) 97
3.26** 97
(0.58) 97
3.09 97
(0.64) 97
3.37** 97
(0.42) 97
3.24 97
(0.39) 97
3.17 97
(0.48) 97
44.97 97
(21.21) 97
56.01** 97
(25.10) 97
9.15*** 97
(19.54) 97
1.99*** 97
(6.80) 97
735.7 97
(696.4) 97
267.0** 97
(348.8) 97
479.7* 97
(378.8) 97
163.7*** 97
(165.33) 97
Table 2. CFA for Classroom Academic Climate, Collaborative Community, and Principal Leadership (n = 810) 99
0.71*** 99
(0.05) 99
0.86*** 99
(0.05) 99
0.90*** 99
(0.03) 99
0.50*** 99
(0.10) 99
0.72*** 99
(0.05) 99
0.80*** 99
(0.06) 99
0.61*** 99
(0.06) 99
0.81*** 99
(0.06) 99
0.66*** 99
(0.08) 99
0.92*** 99
(0.02) 99
0.91*** 99
(0.02) 99
0.77*** 99
(0.05) 99
0.67*** 99
(0.06) 99
0.75*** 99
(0.05) 99
0.82*** 99
(0.05) 99
Table 3. The Relationship Between Academic Climate and Math Achievement (n = 810) 100
3.81* 100
(1.92) 100
0.12* 100
(0.06) 100
-1.57 100
(1.10) 100
-0.06 100
(0.05) 100
-1.68 100
(1.68) 100
-0.08 100
(0.07) 100
1.33*** 100
(0.09) 100
0.77*** 100
(0.05) 100
-0.03 100
(0.02) 100
-0.09 100
(0.06) 100
0.35*** 100
(0.07) 100
0.44*** 100
(0.06) 100
0.14** 100
(0.05) 100
0.20** 100
(0.07) 100
0.01** 100
(0.004) 100
0.18** 100
(0.06) 100
-0.001 100
(0.001) 100
-0.05 100
(0.09) 100
0.20*** 100
(0.04) 100
0.30*** 100
(0.06) 100
0.00 100
(0.06) 100
0.00 100
(0.04) 100
-0.06 100
(0.07) 100
-0.07 100
(0.08) 100
-0.28** 100
(0.10) 100
-0.19** 100
(0.07) 100
0.27** 100
(0.09) 100
0.30** 100
(0.10) 100
-0.03 100
(0.02) 100
-0.09 100
(0.06) 100
1.33* 100
0.05* 100
0.53 100
0.02 100
-0.22 100
-0.02 100
0.10** 100
0.13** 100
Other Indices 100
0.75 100
RMSEA 100
0.03 100
0.43 100
SRMR 100
0.05 100
0.09 100
?2(181) 100
285.83 100
CFI 100
0.95 100
TLI 100
0.94 100
Limitations 99
DISCUSSION 101
NOTES 102
References 103
APPENDIX: CORRELATION TABLE 107
Journal of Research on Organization in Education 110
CALL FOR MANUSCRIPTS—VOLUME 2, APRIL 2018 110
Editorial Advisory Board 110
STAFF 110
We Invite Manuscripts That Address: 111
General Submission Guidelines/Criteria: 111
Important Dates for Volume 2, 2018: 111
AUTHOR GUIDELINES FOR MANUSCRIPT PREPARATION 111
SPECIAL TEXT FORMATTING INSTRUCTIONS 112
Headings 112
Italics and Boldface 112
Units and Abbreviations 112
Quotations 112
Tables 112
Exhibits/Boxes/Cases/Et Cetera 113
Mathematical Equations 113
Figures and Illustrations 113
Figures Submitted Electronically 113
Figures Submitted as Hard Copy 113
AUTHOR CHECKLIST 113
About the Contributors 114
About the editors 114
ABOUT THE AUTHORS 114
Back Cover 118
| Erscheint lt. Verlag | 1.8.2017 |
|---|---|
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Lexikon / Chroniken |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-68123-981-7 / 1681239817 |
| ISBN-13 | 978-1-68123-981-1 / 9781681239811 |
| Haben Sie eine Frage zum Produkt? |
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