Organizing Schools for Improvement

By Anthony Bryk. 2010

474 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/d0cee6e1adf59e2646ce9030bfa9d7bcd35c3574

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. Bellibaş
2. Mahmut Polatcan
3. A. Kılınç
4. Yan Liu
5. J. Owuor
6. C. Sleeter
7. M. Kennedy
8. R. Leikin

In Information Systems and Management

1. J. Owuor
2. C. Sleeter
3. A. Kılınç
4. M. Bellibaş
5. M. Kennedy
6. Yan Liu
7. Mahmut Polatcan

Citations in the corpus

• Attribution Error and the Quest for Teacher Quality (2010, background): “Another source of knowledge is literature on aspects of school organization and climate that are relevant to student learning, well summarized and expanded upon recently by Bryk et al. (2010). For the most part, however, the school climate literature seems to assume that school climate acts uniforml”
• The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate (2018, background): “…individual attitude (De Nobile, McCormick, & Hoekman, 2013; Desai, Karahalios, Persuad, & Reker, 2014; Hoy & Woolfolk, 1993; Liu & Bellibas, in press; Rayner et al., 2005; Taylor & Tashakkori, 1995), and that school climate is also a prevailing determinant of student outcomes (Bryk et al., 2010).”
• Research on the Impact of Teacher Preparation to Teach Diverse Students: The Research We Have and the Research We Need (2011, background): “Bryk et al. (2010) pointed out that, “From the students’ perspective, when instruction becomes interesting and has personal meaning, they are motivated to attend.”
• The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “As highlighted by policymakers and researchers, school leaders play a pivotal role in the success of these reforms, since they are the key personnel responsible for effectively implementing changes in schools (Bryk et al., 2010; Elmore, 2004; Leithwood et al., 2004).”