This fieldbook provides comprehensive information for principals and teachers in elementary and middle schools to administer, score and interpret climate measures as they engage in organizational and professional development.

The authors present instruments to measure the climate of schools, a brief review of the conceptual underpinnings of each tool, scoring procedures, contemporary norms for climate assessment and strategies for change.

This book is the result of nearly two decades of research and development into providing educational researchers with a set of reliable and valid measures to study the nature of middle schools, and practitioners with a set of tools to evaluate their school climate with an aim towards organizational improvement.

This is a practitioner's guide for those who want to use an established set of organizational instruments to measure the working atmosphere of their schools. The authors provide six tools to assist the researcher in observing, assessing and improving the school climate at the middle and secondary levels.

Like its two predecessors, this volume offers a range of theoretical perspectives and empirical analyses by novice and established scholars to advance understanding of schools. Hoy (Ohio State U.) and Miskel (U. of Michigan) introduce a dozen contributions on school reform, improvement, and measurem

About the Authors. Editors' Comments, Wayne K. Hoy and Cecil G. Miskel. Reform Refractions: Organizational Perspectives On Standards- Based Reform, Jane Coggshall. Local Anchors Versus State Levers In State-Led School Reform: Identifying The Community Around Public Schools, John Sipple.

Hoy (educational administration, Ohio State University) and Miskel (University of Michigan) present work by new and established scholars representing a variety of theoretical perspectives on leadership and reform in K-12 schools. They draw on a mix of methodologies, including surveys, case studies, and structural equation modeling, to examine issue

This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year. These...

This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year. These...

This text covers such topics as: organizational learning in high-stakes accountability environments; bridging and buffering parent involvement in schools; alternative views of the task of teaching; and collective efficacy and school organization.