Heather E. Price

TL;DR: This article found that the attitudes of principals and teachers create an atmosphere for learning, often referred to as school climate, that influences school effectiveness, but little is known about how these climates emerge in some schools and not others.

TL;DR: In this paper, the authors link the social interactions between principals and their teachers to teachers' perceptions of their students' engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment.

TL;DR: In this paper, the authors explore the relationship between the social context of high schools and school-to-school variation in tracking policies, and find that compositional variables related to technical-functional concerns, and to a lesser extent, status competition, are associated with highly elaborated school tracking policies.

TL;DR: This paper investigated the hypothesis that vocational education in high school provides disengaged students with an educational clean slate, leading to a recovery of engagement for at-risk students, using propensity score models, assessing the relationship between vocational course taking and changes in effort, extracurricular participation, sense of belonging, interest in school, attitudes toward school and teachers, educational expectations, career aspirations, locus of control, and self-concept with the NELS:88 database.

TL;DR: Whether the commitment-enhancing processes laid out in Lawler's affect theory of social exchange might reduce teacher turnover, an issue plaguing school districts across the country, are tested and the importance of interdependence for fostering commitment among teachers is demonstrated.