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

By R. Goddard, S. R. Sweetland, Wayne K. Hoy. 2000

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Citations in the corpus

A study of the relationships between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools (2011, methodology): “The findings confirm previous research that distributed leadership (planned alignment) is related to academic optimism (Mascall et al. 2008), and the academic emphasis of the school is systematically related to student achievement in urban elementary schools (Goddard et al. 2000).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “Within the relational sphere of leadership practices, scholars have increasingly focused on ‘‘trust’’ as a mediating or enabling condition through which leadership impacts improvement in teaching and learning (e.g. Bryk and Schneider, 2002, 2003; Bryk et al., 1999; Goddard et al., 2000; Hoy et al., ”
The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does it Measure Up? (2014, methodology): “However, while a broad literature has examined mediated models of school leadership on student achievement (Heck & Hallinger, 2009; Leithwood, & Jantzi, 2008; Leithwood, 2010), especially through academic climate (Goddard et al., 2000; Griffith, 1995; Heck, 2006; Hoy et al., 2006; Urick & Bowers, 20”
How does leadership affect student achievement? Results from a national US survey (2010, background): “More recently, an examination of changes in work team trust found that perceived ability of colleagues was a strong predictor of trust, and that trust was a significant predictor for risktaking behaviors (Serva, Fuller, & Mayer, 2005).”
Faculty trust in the principal: an essential ingredient in high-performing schools (2015, background): “A rich body of empirical research has established a relationship between teachers’ perceptions of academic press and student achievement, even when controlling for socioeconomic status (SES) (Alig-Mielcarek and Hoy, 2005; Bryk et al., 1993; Goddard et al., 2000; Hoy and Hannum, 1997; Hoy and Tarter,”
Protective Family Factors in the Context of Neighborhood: Promoting Positive School Outcomes (2006, background): “Other school factors have been investigated such as school size (Bowen, Bowen, & Richman, 2000) and the emphasis on academic achievement within the climate of the school ( Goddard, Sweetland, & Hoy, 2000 ).”
Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement. (2015, background): “This is similar to the research of Goff et al. (2014) suggesting that a principal’s self-assessment of his or her leadership characteristics matched their teachers’ perceptions of the same characteristics. In this study, there was a positive relationship between the idealized behaviors of a leader a”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Likewise, students in elementary schools where teachers set high but attainable goals, believe in students’ abilities, and are committed to students’ academic success, have higher standardized test scores (Goddard et al. 2000).”
Academic Optimism of Schools: A Force for Student Achievement (2006, methodology): “Using hierarchical linear modeling and controlling for SES, school size, student race, and gender, Goddard, Sweetland, and Hoy (2000) found that academic emphasis was an important element in explaining achievement in both mathematics and reading.”