Teacher efficacy: capturing an elusive construct

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Social Psychology of Organizations

This is a study in industrial sociology; it a partial report, to be followed by another, of an investigation of singel factory seen in the light of Max Weber's theory of bureacracy.

Patterns of Industrial Bureaucracy.

This article is a theoretical and empirical analysis of the construct of collective teacher efficacy. First, a model of collective efficacy was elaborated for use in schools. Then, an operational measure of collective teacher efficacy was developed, tested, and found to have strong reliability and reasonable validity. Finally, using the instrument to examine urban elementary schools in one large midwestern district, collective teacher efficacy was positively associated with differences between schools in student-level achievement in both reading and mathematics.

Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement

A model of professionalization based largely on the power view is presented. As a test of a portion of the model, professional power is defined in terms of two dimensions of attitudinal autonomy. Autonomy from client and autonomy from employing organization are studied in a sample of 1,000 students representing eight different occupations (medicine, law, education, nursing, social work, librarianship, engineering, and business administration) in order to discover a systematic empirical referent for the concepts true, semi-, and mimic profession. As hypothesized, distinct attitudinal power profiles did emerge as characteristic of individuals socialized to various occupations.

Toward a Theory of Professionalization

Leaders for America's schools : the report and papers of the National Commission on Excellence in Educational Administration

Effective Supervision: Theory into Practice

Collective Trust: Why Schools Can't Improve Without It

Purpose – To investigate the consequences of relational trust, especially parent measured trust, for desirable school outcomes.Design/methodology/approach – Using a US Midwestern state sample of 79 schools, parent and teacher trust data are used to derive a trust‐effectiveness typology. Trust was conceptualized as one party's willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open.Findings – Findings derived from the extraction of canonical correlation variates support the prediction that a complex and extensive trust environment is predictive of internal school conditions and consequences, even after accounting for socioeconomic status of the school community. Four theoretical trust‐effectiveness patterns emerge from the interpretation.Research limitations/implications – The research design was planned as a school level study. Perceptual data collected at the individual level were intended for aggregation thus, neste...

Patrick B. Forsyth

Papers

Toward a Theory of Professionalization

Leaders for America's schools : the report and papers of the National Commission on Excellence in Educational Administration

Effective Supervision: Theory into Practice

Collective Trust: Why Schools Can't Improve Without It

Trust-Effectiveness Patterns in Schools.