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Principal-Teacher Conversation as a Pathway to a Need-Supportive Instructional Climate

Leadership and policy in schools, 2023-04, Vol.22 (2), p.299-313

Adams, Curt M.

2023

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Testing the relationship between a need thwarting classroom environment and student disengagement

European journal of psychology of education, 2023-06, Vol.38 (2), p.659-673

2023

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Teacher Trust in District Administration: Correcting the Evidence

Educational administration quarterly, 2018-02, Vol.54 (1), p.171-178

Adams, Curt M.

2018

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An Exploration of School-Related Social Correlates of Student Psychological Ill-Being

California school psychologist, 2023-03, Vol.27 (1), p.29-41

2023

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Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative

Journal of education for students placed at risk, 2019-07, Vol.24 (3), p.288-313

Adams, Curt M.

2019

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Instructional Program Coherence, Teacher Intent to Leave, and the Mediating Role of Teacher Psychological Needs

Leadership and policy in schools, 2023-07, Vol.22 (3), p.765-786

2023

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Collective Student Trust: A Social Resource for Urban Elementary Students

Educational administration quarterly, 2014-02, Vol.50 (1), p.135-159

Adams, Curt M.

2014

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Teacher Trust in District Administration: An Overlooked Relational Support for Teachers

Journal of school leadership, 2020-03, Vol.30 (2), p.127-145

Adams, Curt M.

2020

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From Crisis to Adaptation: The Function of Transformative Leadership Conversation

Journal of School Administration Research and Development, 2023-10, Vol.8 (2), p.117-122

2023

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Transformative Leadership Conversation: Toward a Conceptualization and Theory of Action for Educational Leaders

Journal of transformative education, 2023-07, Vol.21 (3), p.409-426

2023

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Collective trust: a social indicator of instructional capacity

Journal of educational administration, 2013-05, Vol.51 (3), p.363-382

Adams, Curt M.

2013

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Principal support of student psychological needs and a functional instructional core

Journal of educational administration, 2019-05, Vol.57 (3), p.243-260

2019

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Teacher Trust in District Administration: A Promising Line of Inquiry

Educational administration quarterly, 2016-10, Vol.52 (4), p.675-706

2016

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The School Principal and Student Learning Capacity

Educational administration quarterly, 2017-10, Vol.53 (4), p.556-584

2017

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Toward a Positive Explanation of Student Differences in Reading Growth

Teachers College record (1970), 2017-08, Vol.119 (8), p.1-30

2017

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Social Networks and Parent Motivational Beliefs: Evidence From an Urban School District

Educational administration quarterly, 2016-12, Vol.52 (5), p.841-877

2016

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Revisiting the Trust Effect in Urban Elementary Schools

The Elementary school journal, 2013-09, Vol.114 (1), p.1-21

2013

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Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement

Teachers College record (1970), 2015-02, Vol.117 (2), p.1-28

2015

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Self-regulatory climate: A positive attribute of public schools

The Journal of educational research (Washington, D.C.), 2016-03, Vol.109 (2), p.169-180

2016

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A diffusion approach to study leadership reform

Journal of educational administration, 2011-07, Vol.49 (4), p.354-377

2011

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The Informational Significance of A-F School Accountability Grades

Teachers College record (1970), 2016, Vol.118 (7), p.1-31

2016

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Proximate sources of collective teacher efficacy

Journal of educational administration, 2006-11, Vol.44 (6), p.625-642

2006

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Do virtual schools deliver in rural areas? A longitudinal analysis of academic outcomes

Computers and education, 2023-07, Vol.199, p.104789, Article 104789

2023

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The Formation of Parent-School Trust: A Multilevel Analysis

Educational administration quarterly, 2009-02, Vol.45 (1), p.4-33

2009

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An Empirical Test of Oklahoma's A-F School Grades

Education policy analysis archives, 2016-01, Vol.24 (4)

2016

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Principal-Teacher Conversation as a Pathway to a Need-Supportive Instructional Climate

Testing the relationship between a need thwarting classroom environment and student disengagement

Teacher Trust in District Administration: Correcting the Evidence

An Exploration of School-Related Social Correlates of Student Psychological Ill-Being

Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative

Instructional Program Coherence, Teacher Intent to Leave, and the Mediating Role of Teacher Psychological Needs

Collective Student Trust: A Social Resource for Urban Elementary Students

Teacher Trust in District Administration: An Overlooked Relational Support for Teachers

From Crisis to Adaptation: The Function of Transformative Leadership Conversation

Transformative Leadership Conversation: Toward a Conceptualization and Theory of Action for Educational Leaders

Collective trust: a social indicator of instructional capacity

Principal support of student psychological needs and a functional instructional core

Teacher Trust in District Administration: A Promising Line of Inquiry

The School Principal and Student Learning Capacity

Toward a Positive Explanation of Student Differences in Reading Growth

Social Networks and Parent Motivational Beliefs: Evidence From an Urban School District

Revisiting the Trust Effect in Urban Elementary Schools

Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement

Self-regulatory climate: A positive attribute of public schools

A diffusion approach to study leadership reform

The Informational Significance of A-F School Accountability Grades

Proximate sources of collective teacher efficacy

Do virtual schools deliver in rural areas? A longitudinal analysis of academic outcomes

The Formation of Parent-School Trust: A Multilevel Analysis

An Empirical Test of Oklahoma's A-F School Grades

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