The authors provide a basic set of guidelines and recommendations for information that should be included in any manuscript that has confirmatory factor analysis or structural equation modeling as the primary statistical analysis technique. The authors provide an introduction to both techniques, along with sample analyses, recommendations for reporting, evaluation of articles in The Journal of Educational Research using these techniques, and concluding remarks.

Reporting structural equation modeling and confirmatory factor analysis results: A review

\"What are your assumptions (implicit as well as explicit) about the most effective way to manage people?\" So began Douglas McGregor in this 1960 management classic. It was a seemingly simple question he asked, yet it led to a fundamental revolution in management. Today, with the rise of the global economy, the information revolution, and the growth of knowledge-driven work, McGregor's simple but provocative question continues to resonate-perhaps more powerfully than ever before. Heralded as one of the most important pieces of management literature ever written, a touchstone for scholars and a handbook for practitioners, The Human Side of Enterprise continues to receive the highest accolades nearly half a century after its initial publication. Influencing such major management gurus such as Peter Drucker and Warren Bennis, McGregor's revolutionary Theory Y-which contends that individuals are self-motivated and self-directed-and Theory X-in which employees must be commanded and controlled-has been widely taught in business schools, industrial relations schools, psychology departments, and professional development seminars for over four decades. In this special annotated edition of the worldwide management classic, Joel Cutcher-Gershenfeld, Senior Research Scientist in MIT's Sloan School of Management and Engineering Systems Division, shows us how today's leaders have successfully incorporated McGregor's methods into modern management styles and practices. The added quotes and commentary bring the content right into today's debates and business models. Now more than ever, the timeless wisdom of Douglas McGregor can light the path towards a management style that nurtures leadership capability, creates effective teams, ensures internal alignment, achieves high performance, and cultivates an authentic, value-driven workplace--lessons we all need to learn as we make our way in this brave new world of the 21st century.

The Human Side of Enterprise.

For more than a century, there has been a growing interest in school climate. Recently, the U.S. Department of Education, Center for Disease Control and Prevention, Institute for Educational Sciences, a growing number of State Departments of Education, foreign educational ministries, and UNICEF have focused on school climate reform as an evidence-based school improvement strategy that supports students, parents/guardians, and school personnel learning and working together to create ever safer, more supportive and engaging K–12 schools. This work presents an integrative review on school climate research. The 206 citations used in this review include experimental studies, correlational studies, literature reviews, and other descriptive studies. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process. We conclude with a critique of the field and a series of recommendations for school climate...

/pdf/a-review-of-school-climate-research-3fto4n72nd.pdf

A Review of School Climate Research

This is the first handbook where the world’s foremost “experts on expertise” review our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts’ knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge of the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise, such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.

The Cambridge Handbook of Expertise and Expert Performance

Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures. However, school climate is more than individual experience: It is a group phenomenon that is larger than any one person’s experience. A sustainable, positive school climate fosters youth development and learning necessary for a productive, contributive, and satisfying life in a democratic society. This climate includes norms, values, and expectations that support

School Climate: Research, Policy, Practice, and Teacher Education

The lack of qualified special education teachers threatens the quality of education that students with disabilities receive. Attrition plays a part in the teacher shortage problem, and efforts to improve retention must be informed by an understanding of the factors that contribute to attrition. Specifically, the author provides a thematic analysis of studies investigating factors that contribute to special education teacher attrition and retention. She addresses four major themes: teacher characteristics and personal factors, teacher qualifications, work environments, and teachers' affective reactions to work. Following this thematic review, a critique of definitional, conceptual, and methodological approaches used to study special education attrition is provided, as are priorities for future research.

/pdf/special-education-teacher-retention-and-attrition-a-critical-n52xfwkoa2.pdf

Special Education Teacher Retention and Attrition A Critical Analysis of the Research Literature

The primary purpose of this study was to identify variables that influence teachers' commitment and job satisfaction among both general and special educators. A secondary purpose was to determine the extent to which these commitment and satisfaction variables influence teachers' intent to stay in teaching. A questionnaire using primarily extant measures was sent to a random sample of 558 special educators and 589 general educators in Virginia. Completed questionnaires were received from 83% of both samples. Crossvalidated regression results suggest that workrelated variables, such as leadership support, role conflict, role ambiguity, and stress, are better predictors of commitment and job satisfaction than are demographic variables. Generally, the findings were similar for general and special educators. Implications for educational agencies are addressed.

Predictors of Commitment, Job Satisfaction, and Intent to Stay in Teaching: A Comparison of General and Special Educators

The primary purpose of this paper is to review research findings related to teacher retention and attrition in special education. Major findings from general education retention studies are also reviewed to provide a context for understanding special educators' career decisions. Research findings are organized around a conceptual model of teachers' career decisions that includes three major factors: (a) external (e.g., societal, economic, and institutional), (b) employment (e.g., professional qualifications, work conditions and rewards, commitment, and employability), and (c) personal (e.g., demographics, family, and cognitive/ affective). Conceptual and methodological considerations related to attrition/retention research are also considered.

Teacher Retention and Attrition-in Special and General Education A Critical Review of the Literature

THE PRIMARY PURPOSE OF THIS STUDY WAS TO IDENTIFY SPECIAL AND GENERAL TEACHERS' PERCEPTIONS OF PRINCIPAL SUPPORT. TEACHERS INDICATED THE EXTENT TO WHICH THEY RECEIVED VARIOUS TYPES OF SUPPORT AS WELL AS THE IMPORTANCE OF EACH TYPE OF SUPPORT. WE ALSO INVESTIGATED THE EFFECTS OF PERCEIVED PRINCIPAL SUPPORT ON TEACHER STRESS AND PERSONAL HEALTH, JOB SATISFACTION, SCHOOL COMMITMENT, AND INTENT TO STAY IN TEACHING. QUESTIONNAIRES INCLUDING MEASURES OF SUPPORT, STRESS, JOB SATISFACTION, SCHOOL COMMITMENT, PERSONAL HEALTH, AND INTENT TO STAY WERE RECEIVED FROM 385 SPECIAL AND 313 GENERAL EDUCATION TEACHERS IN VIRGINIA. GENERALLY, RATINGS OF SUPPORT WERE SIMILAR FOR GENERAL AND SPECIAL EDUCATORS. CROSS-VALIDATED REGRESSION RESULTS INDICATE THAT WORK-RELATED VARIABLES ARE BETTER PREDICTORS OF EXTENT OF SUPPORT THAN ARE DEMOGRAPHIC VARIABLES. FURTHER, SPECIFIC TYPES OF SUPPORT ARE SIGNIFICANT PREDICTORS OF JOB SATISFACTION, SCHOOL COMMITMENT, AND PERSONAL HEALTH.

The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching:

Understanding factors that escalate conflict, and understanding how conflicts are perceived, particularly by parents, is necessary in developing appropriate response strategies. The purpose of this study was to identify factors that escalate and deescalate parent-school conflict from the perspectives of parents of children with disabilities, school administrators, and mediators. Data from 44 telephone interviews were transcribed and then analyzed. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: discrepant views of a child or a child's needs, knowledge, service delivery, reciprocal power, constraints, valuation, communication, and trust. Implications for preventing and handling conflict are discussed.

Bonnie S. Billingsley

Papers

Special Education Teacher Retention and Attrition A Critical Analysis of the Research Literature

Predictors of Commitment, Job Satisfaction, and Intent to Stay in Teaching: A Comparison of General and Special Educators

Teacher Retention and Attrition-in Special and General Education A Critical Review of the Literature

The Effects of Principal Support on Special and General Educators' Stress, Job Satisfaction, School Commitment, Health, and Intent to Stay in Teaching:

An Analysis of Factors That Contribute to Parent—School Conflict in Special Education