Session Information
MC_Poster, Poster Session; Main Conference
All Poster are presented in the two Poster Sessions of ECER 2008: - 11 September 12.15 - 13.15 and - 12 September 12.15 - 13.15
Contribution
Method
Expected Outcomes
References
- Bryk, A. & Schneider, B. (2002). Trust in schools. A core resource for improvement. New York: Russell Sage Foundation. - Glick, W.H. (1985). Conceptualizing and measuring organizational and psychological climate: pitfalls in multilevel research. Academy of Management Review, 52, 1, 7-30. - Goddard, R., Tschannen-Moran, M. & Hoy, W. (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. - Hofstede, G., Neuijen, B., Ohayv, D.D. & Sanders, G. (1990). Measuring organizational cultures - A qualitative and quantitative study across 20 cases. Administrative Science Quarterly, 35, 2, 286-316. - Hoy, W. & Kupersmith, W. (1985). The meaning and measure of faculty trust. Educational and Psychological Research, 5, 1-10. - Hoy, W. & Tschannen-Moran, M. (1999). Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools. Journal of School Leadership, 9, 3, 184-208. - Rousseau, D., Sitkin, S., Burt, R. & Camerer, C. (1998). Not so different after all: A cross-discipline view of trust. Academy of Management Review, 23, 3, 393-404. - Smith, P., Hoy, W. & Sweetland, S. (2001). Organizational health of high schools and dimensions of faculty trust. Journal of School Leadership, 11, 2, 135-151. - Tarter, C., Bliss, J. & Hoy, W. (1989). School characteristics and faculty trust in secondary schools. Educational Administration Quarterly, 25, 3, 294-308. - Tschannen-Moran, M. & Hoy, W.K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70, 4, 547-593. - Van Houtte, M. (2003). Reproductietheorieën getoetst. De link tussen SES-compositie van de school en onderwijscultuur van leerkrachten en directie. Mens en Maatschappij, 78, 2, 119-143. - Van Houtte, M. (2004). Gender context of the school and study culture, or how the presence of girls affects the achievement of boys. Educational Studies, 30, 4, 409-423. - Van Houtte, M. (2004). Tracking effects on school achievement: A quantitative explanation in terms of the academic culture of school staff. American Journal of Education, 110, 4, 354-388. - Van Houtte, M. (2004). Why boys achieve less at school than girls: the difference between boys' and girls' academic culture. Educational Studies, 30, 2, 159-173. - Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16, 1, 71-89. - Van Houtte, M. (2005). Global self-esteem in technical/vocational versus general secondary school tracks: A matter of gender? Sex Roles, 53, 9-10, 753-761. - Van Houtte, M. (2006). Tracking and teacher satisfaction: The role of study culture and trust. Journal of Educational Research, 99, 4, 247-254. - Van Houtte, M. (2006). School type and academic culture: evidence for the differentiation-polarization theory. Journal of Curriculum Studies, 38, 3, 273-292. - Van Houtte, M. (2007). In favour of a multi-method approach to differentiation-polarization theory-building: a response to Abraham. Journal of Curriculum Studies, 39, 5, 603-607. - Van Houtte, M. (2007). Exploring teacher trust in technical/vocational secondary schools: Male teachers’ preference for girls. Teaching and Teacher Education, 23, 826-839.
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