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Books |
Tschannen-Moran, M. (2004). Trust Matters: Leadership for Successful Schools. San Francisco: Jossey-Bass. |
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Refereed |
DiPaola, M. F. & Tschannen-Moran, M. (2005). Bridging or Buffering: The Impact of Schools' Adaptive Strategies on Student Achievement. Journal of Educational Administration. 43, 60 -- 71. Tschannen-Moran, M. & Nestor-Baker, N. (2004). The tacit knowledge of productive scholars in education. Teachers College Record, 106, 1484 -- 1511. Tschannen-Moran, M. & Gareis, C. (2004). Principals' sense of efficacy: Assessing a promising construct. Journal of Educational Administration, 42, 573-585. Tschannen-Moran, M. & Barr, M. (2004). Fostering student achievement: The relationship between collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3, 187 -- 207. Uline, C., Tschannen-Moran, M. & Perez, L. (2003). Constructive conflict: How controversy can contribute to school improvement, Teachers College Record, 105, 782-815. DiPaola, M. F. & Tschannen-Moran, M. (2003). The principalship at a crossroads: A study of the conditions and concerns of principals. NASSP Bulletin, 87 (634), 43-65. Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39, 308-331. Tschannen-Moran, M & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Goddard, R. D., Tschannen-Moran, M. & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. Elementary School Journal, 102 (1), 3-17. DiPaola, M. F. & Tschannen-Moran, M. (2001). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11, 424-447. Tschannen-Moran, M. (2001). The effects of a statewide conflict management initiative in schools. American Secondary Education, 29 (3) 2-32. Tschannen-Moran, M. & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 71, 547-593. Tschannen-Moran, M., Uline, C., Woolfolk Hoy, A., & Mackley, T. (2000). Creating smarter schools through collaboration. Journal of Educational Administration, 38, 247-271. Tschannen-Moran, M., Firestone, W., Hoy, W. K., & Johnson, S. M. (2000). The write stuff: A study of productive scholars in educational administration. Educational Administration Quarterly, 36, 358-390. Tschannen-Moran, M. & Woolfolk Hoy, A. (2000). Collaborative learning: A memorable model. The Teacher Educator, 36(2), 148-165. Hoy, W.K. & Tschannen-Moran, M. (1999). The five faces of trust: An empirical confirmation in urban elementary schools. Journal of School Leadership, 9, 184-208. Tschannen-Moran, M. & Hoy, W. K. (1998). Trust in schools: A conceptual and empirical analysis. Journal of Educational Administration, 36, 334-352. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248. Uline, C., Miller, D., & Tschannen-Moran, M. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462-483. Hoy, W. K., Hannum, J., & Tschannen-Moran, M. (1998). Organizational climate and student achievement: A parsimonious and longitudinal view. Journal of School Leadership, 8, 336-359. Morris, D., Tschannen-Moran, M, & Weidemann, E. (1981). An inner-city LEA tutoring program. Journal of Language Experience, 3, 9-25. |
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Book |
Tschannen-Moran, M. (2003). Fostering organizational citizenship: Transformational leadership and trust. In W.K. Hoy & C.G. Miskel, Studies in Leading and Organizing Schools (pp. 157-179). Information Age Publishing: Greenwich: CT. Hoy, W. K. & Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools: The omnibus T-Scale. In W.K. Hoy & C.G. Miskel, Studies in Leading and Organizing Schools (pp. 181-208). Information Age Publishing: Greenwich: CT. Woolfolk Hoy, A. & Tschannen-Moran (1999). Implications of cognitive approaches to peer learning for teacher education. In A.M. O'Donnell & A. King (Eds.) Cognitive perspectives on peer learning. Mahwah, NJ: Lawrence Erlbaum. |
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Unrefereed |
DiPaola, M., Tschannen-Moran, M., & Walter-Thomas, C. (2004). Principals and special education: The critical role of school leaders. Focus on Exceptional Children. Tschannen-Moran, M. (2000). Ties that bind: the importance of trust in schools. Essentially Yours: Coalition News for Ohio Schools. |
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Research Reports from Grant or Contract Work |
Tucker, P. & Tschannen-Moran, M. (2002, October). School Leadership in an Era of Accountability. Policy Brief for the State Action on Educational Leadership Project commissioned by the Commonwealth Educational Policy Institute. DiPaola, M. F. & Tschannen-Moran, M. (2001). Report of the 2001 Virginia Principals Study. A project funded by the Virginia Department of Education, in collaboration with the College of William and Mary, the Virginia Association of Secondary School Principals, and the Virginia Association of Elementary School Principals. Tschannen-Moran, M. (2000). The Ohio Success Document. An analysis documenting the progress made toward reform in schools affiliated with the Coalition of Essential Schools in Ohio. Available on-line at: http://www.ohioces.org/documents/other_documents/ohiosd.pdf Tschannen-Moran, M. (1999, August). Seeds of Peace: Ohio's School Conflict Management Grant Program. An Evaluation of the 1996 High School Conflict Management Grant Program of The Ohio Commission on Dispute Resolution and Conflict Management and The Ohio Department of Education. Mitchell, D., Hoffman, D., Thomas, M., & Tschannen-Moran, M. (1997). The BEST report: Policies, practices, and processes in Ohio's efficient school districts. |
