Finding a Measure of Trust@@@Trust in Schools: A Core Resource for Improvement

By David W. Jardine, Anthony S. Bryk, Barbara Schneider. 2004

588 citations recorded by the source corpus.

Subfields: Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/be2301604bb860a452915db6a80fe6c432f40c17

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In Sociology and Political Science

Citations in the corpus

The Communication Requirements of Democratic Schools: Parent-Teacher Perspectives on Their Relationships (2004, background): “Only recently is research beginning to document the importance of mutual respect and ‘‘social trust’’ (Bryk & Schneider, 2002; Payne & Kaba, 2001) for successful schools.”
Evidence in Practice: A Framing of the Terrain (2007, background): “…the organization’s size, structure, and social capital, the diversity of its staff in terms of race, career stage, and life stage, and the degree to which its core work is defined—are believed to influence how people work within an organization (Bryk & Schneider, 2002; Galbraith, 1973).”
Faculty trust in the principal: an essential ingredient in high-performing schools (2015, background): “The result can be disengagement from the educational process that comes at the expense of student learning (Bryk and Schneider, 2002; Tschannen-Moran, 2014b).”
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement (2012, background): “These are the components of the social context of schooling, which significantly affect efforts to improve schools and school outcomes for children (Bryk & Schneider, 2002; Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010).”
Beyond the Bake Sale: A Community-Based Relational Approach to Parent Engagement in Schools (2009, background): “…scholars and analysts have stressed the importance of relationships for building a foundation for authentic and powerful parent participation in schools (Mapp, 2003), or they have stressed the importance of relational trust for school improvement (Bryk & Schneider, 2002; Tschannen-Moran, 2004).”
School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey. (2012, background): “Finally, another group of researchers at the University of Chicago (Bryk and Schneider, 2002) performed a longitudinal study of 12 Chicago elementary schools and found that trust among teachers, parents, and students produced schools with strong gains in student learning; their results were remarkab”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “…supports this view—that students learn better when they are happy, respected, and feel cared for (Noddings, 2005), feel bonded to school, trust the people at school have their best interests at heart (Bryk & Schneider, 2002), and have high levels of self-efficacy (Dweck, 2006; Glasser, 1998b).”
The quality of school life: teacher-student trust relationships and the organizational school context (2011, background): “The importance of trust in students is partly revealed through its influence on the way teachers work and interact with students (Bryk and Schneider 2002; TschannenMoran 2004).”