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A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools

Teachers College record (1970), 2007-04, Vol.109 (4), p.877-896

2007

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Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions

Educational researcher, 2004-04, Vol.33 (3), p.3-13

2004

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The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity

Journal of education for students placed at risk, 2017-10, Vol.22 (4), p.220-236

2017

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Collective Efficacy: A Neglected Construct in the Study of Schools and Student Achievement

Journal of educational psychology, 2001-09, Vol.93 (3), p.467-476

2001

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A multilevel analysis of the relationship between teacher and collective efficacy in urban schools

Teaching and teacher education, 2001-10, Vol.17 (7), p.807-818

2001

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Modesty brings gains: linking humble leadership to knowledge sharing via psychological safety and psychological empowerment in professional learning communities

Educational studies, 2024-11, Vol.50 (6), p.1444-1465

2024

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Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement

American educational research journal, 2000, Vol.37 (2), p.479-507

2000

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From School Leadership to Differentiated Instruction: A Pathway to Student Learning in Schools

The Elementary school journal, 2019-12, Vol.120 (2), p.197-219

2019

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A Multilevel Exploratory Study of the Relationship Between Teachers' Perceptions of Principals' Instructional Support and Group Norms for Instruction in Elementary Schools

The Elementary school journal, 2010-12, Vol.111 (2), p.336-357

2010

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Principal Efficacy Beliefs for Instructional Leadership and their Relation to Teachers' Sense of Collective Efficacy and Student Achievement

Leadership and policy in schools, 2021-07, Vol.20 (3), p.472-493

2021

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Trust as a Mediator of the Relationships Between Poverty, Racial Composition, and Academic Achievement: Evidence From Michigan's Public Elementary Schools

Educational administration quarterly, 2009-04, Vol.45 (2), p.292-311

2009

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High School Accountability: The Role of Perceived Collective Efficacy

Educational policy (Los Altos, Calif.), 2004-07, Vol.18 (3), p.403-425

2004

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Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McREL’s Balanced Leadership Program on Principals in Rural Michigan Schools

Educational administration quarterly, 2016-10, Vol.52 (4), p.531-566

2016

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Assessing the Use of Aggregate Data in the Evaluation of School-Based Interventions: Implications for Evaluation Research and State Policy Regarding Public-Use Data

Educational evaluation and policy analysis, 2014-03, Vol.36 (1), p.44-66

2014

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Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students' Chances of Academic Success

Educational evaluation and policy analysis, 2003-03, Vol.25 (1), p.59-74

Goddard, Roger D.

2003

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Resources, Learning, and Policy: The Relative Effects of Social and Financial Capital on Student Learning in Schools

Journal of education for students placed at risk, 2018-10, Vol.23 (4), p.281-303

2018

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An Examination of Teachers’ Perceptions of Principal Support for Change and Teachers’ Collaboration and Communication around Literacy Instruction in Reading First Schools

Teachers College record (1970), 2014-04, Vol.116 (4), p.1-28

2014

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A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools

The Elementary school journal, 2001-09, Vol.102 (1), p.3-17

2001

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The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations

Educational policy (Los Altos, Calif.), 2024-09

2024

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The Influence of School Social Composition on Teachers’ Collective Efficacy Beliefs

Educational administration quarterly, 2006-04, Vol.42 (2), p.216-235

2006

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Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs

Professional development in education, 2023-10, p.1-15

2023

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The Conceptualization, Measurement, and Effects of School Leadership: Introduction to the Special Issue

The Elementary school journal, 2010-12, Vol.111 (2), p.219-225

2010

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The Expanding Role of the Courts in Educational Policy: The Preschool Remedy and an Adequate Education

Teachers College record (1970), 2009-01, Vol.111 (7), p.1796-1833

2009

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Measuring Emergent Organizational Properties: A Structural Equation Modeling Test of Self- Versus Group-Referent Perceptions

Educational and psychological measurement, 2007-10, Vol.67 (5), p.845-858

2007

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Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis

Educational administration quarterly, 2000-12, Vol.36 (5), p.683-702

2000

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A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools

Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions

The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity

Collective Efficacy: A Neglected Construct in the Study of Schools and Student Achievement

A multilevel analysis of the relationship between teacher and collective efficacy in urban schools

Modesty brings gains: linking humble leadership to knowledge sharing via psychological safety and psychological empowerment in professional learning communities

Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement

From School Leadership to Differentiated Instruction: A Pathway to Student Learning in Schools

A Multilevel Exploratory Study of the Relationship Between Teachers' Perceptions of Principals' Instructional Support and Group Norms for Instruction in Elementary Schools

Principal Efficacy Beliefs for Instructional Leadership and their Relation to Teachers' Sense of Collective Efficacy and Student Achievement

Trust as a Mediator of the Relationships Between Poverty, Racial Composition, and Academic Achievement: Evidence From Michigan's Public Elementary Schools

High School Accountability: The Role of Perceived Collective Efficacy

Can Professional Development Improve School Leadership? Results From a Randomized Control Trial Assessing the Impact of McREL’s Balanced Leadership Program on Principals in Rural Michigan Schools

Assessing the Use of Aggregate Data in the Evaluation of School-Based Interventions: Implications for Evaluation Research and State Policy Regarding Public-Use Data

Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students' Chances of Academic Success

Resources, Learning, and Policy: The Relative Effects of Social and Financial Capital on Student Learning in Schools

An Examination of Teachers’ Perceptions of Principal Support for Change and Teachers’ Collaboration and Communication around Literacy Instruction in Reading First Schools

A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools

The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations

The Influence of School Social Composition on Teachers’ Collective Efficacy Beliefs

Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs

The Conceptualization, Measurement, and Effects of School Leadership: Introduction to the Special Issue

The Expanding Role of the Courts in Educational Policy: The Preschool Remedy and an Adequate Education

Measuring Emergent Organizational Properties: A Structural Equation Modeling Test of Self- Versus Group-Referent Perceptions

Academic Emphasis of Urban Elementary Schools and Student Achievement in Reading and Mathematics: A Multilevel Analysis

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