Advanced Topics in Educational Leadership Spring 2014
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9EDL 880
Advanced Topics in Educational Leadership
Doctoral Program in Educational Leadership
Spring 2014
Learn, Lead, Transform
I. CONTACTING THE INSTRUCTOR
Dr. Cynthia L. Uline
162M North Education Bldg.
Telephone 619-594-3949
Fax: 619-594-3825
Email: culine@mail.sdsu.edu
Department of Educational Leadership
5500 Campanile Drive
NE 166
San Diego, CA 92182-1190
Department Web:
http://edweb.sdsu.edu/edleader/
Office Hours: By appointment
II. DEPARTMENT VISION:
San Diego State University’s Department of Educational Leadership endeavors to enhance
public school systems by developing exceptional leaders committed to learn, lead, and
transform in ways that improve the educational attainment of all students, especially
historically underachieving students.
III. COURSE RATIONALE:
This course is designed for doctoral students concentrating their studies in PK-12
Educational Leadership. As you pursue a doctoral degree in Educational Leadership you
explore critical leadership concerns for which you have interest and passion. From these
topics you identify particular problems of practice, research problems, and corresponding
questions for investigation. All this is informed by a thorough review of the relevant
research and scholarship related to the problem in question. This course provides
students time, resources, and guidance to pursue their individual inquiry into a significant
problem of practice/topic of interest to them. You will begin to review and synthesize
related research and scholarship, analyzing and critiquing the empirical and theoretical
findings emerging from your examination. Reflecting upon your own practice, within this
philosophical, theoretical, and empirical context, you will begin to give scholarly voice
and definition to your evolving understandings of an advanced topic in educational
leadership.
The instructor also brings an advanced topic to the table. In particular, this course
considers the importance of trusting and trustworthy leadership within P-12 schools and
school districts, as foundational to developing a positive environment supportive of
innovation, teamwork, and successful outcomes. Four decades of research underscore the
importance of trust within school organizations. As you review this research, you
consider the various dimensions of trust as a complex and dynamic process. You explore
why trust matters in schools, particularly within the current context of ever-changing
expectations and increasing demands. You gain tools for managing conflict and change in
ways that contribute to the long-term viability of the organization. You learn how
Advanced Topics in Educational Leadership Spring 2014
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trustworthy leaders promote and maintain high standards for personal and organizational
integrity, honesty, and respect for school, school district, and community members.
Finally, you will consider one scholar’s dissertation research journey as a model of the
process from exploration of a topic and problem of practice, to identification of the
particular research problem and corresponding questions for investigation, to conducting
the study, to analyzing data, and reporting and defending findings. Likewise, we will
explore the research findings’ progressive impact on the field and the subsequent
refinement of outcomes in accordance with this.
IV. STUDENTS LEARNING OUTCOMES:
1. Organizational Strategy: Organize strategies to improve the quality of education and
promote the success of all students, while sustaining their institutional mission. The
demonstration of this outcome is based on knowledge of the organizations, their cultures,
environments, and future trends
Learning Indicators:
1.1
Develop a positive environment that supports innovation, teamwork, and
successful outcomes.
1.2
Demonstrate knowledge of various advanced topics relevant to leadership practice
in American schools and school districts, in particular, the importance of trust and
trusting relationships within P-12 education.
1.3
Examine how educational leaders create trusting organizational cultures,
conducive to the personal and professional growth of others.
2. Resource Management: equitably and ethically sustain people, processes,
information, and assets, to fulfill the mission, vision and goals of their institutions.
Learning Indicators:
2.2
Create an organizational culture that values positive employee relations.
2.8
Manage conflict and change in ways that contribute to the long-term viability of
the organization.
4. Communications: Use scrupulous listening, speaking, and writing skills to engage in
honest, open dialogue.
Learning Indicators:
4.1
Create and maintain open communications regarding resources, priorities, and
expectations among all constituents.
4.2
Listen actively to understand, comprehend, analyze, engage and act.
7. Professionalism: Set high standards for self and others, continuously improve self,
demonstrate personal accountability, and ensure the long-term growth of self and the
organization.
Learning Indicators:
7.1
Demonstrate ethical and personal integrity in decision-making.
7.2
Describes strategies to insure that moral and ethical practices are established and
followed in the organization.
Advanced Topics in Educational Leadership Spring 2014
7.3
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Promote and maintain high standards for personal and organizational integrity,
honesty, and respect for people.
9. Decision Sciences: Engage in scientific methods to assess practice, examine results
and promote sound decision-making.
Learning Indicators:
9.1
Utilize the expertise of external researchers and the results of research studies in
the literature to improve decision-making.
9.2
Evaluate research studies based on their value to an organization.
9.3
Function as an informed consumer of educational research and inquiry, applying
current research and scholarship to problems of practice.
9.4
Employ various tools of inquiry, exploring research and scholarship relevant to a
topic of interest in the field and demonstrating mastery of the literature in
question.
9.5
Write the first draft of your dissertation literature review.
9.6
Grow as a practitioner/scholar in the field of educational leadership, improving
writing/research skills.
9.7
Provide peer review and substantive feedback to research colleagues.
V. REQUIRED TEXTS/SUPPLEMENTAL MATERIALS:
 Tschannen-Moran, M. (2004). Trust matters: Leadership for successful
schools. San Francisco, CA: Jossey-Bass.
 Clark, V.L. & Creswell, J.W. (2010). Understanding research: A
consumer’s guide. Upper Saddle Back, New Jersey: Pearson Education,
Inc. (You will also be using this text in Dr. Fisher’s course.)
 Other readings and class materials as assigned.
VI. STUDENT EXPECTATIONS
Students are expected to attend all classes and actively participate in class discussions in
a manner that deepens the learning experience for all the class members. Students are
expected to complete assignments in a timely manner, striving for consistency in the
quality of their ideas, their writing, and their presentation of themes and findings,
demonstrating a thorough knowledge of the literature and research relevant to their paper
topics.
VII. ASSESSMENT/EVALUATION
Students have the opportunity to earn a grade of A, B, C, Incomplete, or F. The professor
will establish rubrics, which will define standards of work for grade attainment. Students
will be expected to engage in self-reflection and provide meaningful input related to their
ability to demonstrate competency in meeting course outcomes. Each student will be
expected to lead teaching and learning activities related to developing consensus,
managing conflict, and practicing communication processes. Since this is a seminar
course, discussion will be a major component of class time. All students are expected to
contribute on a regular basis to class discussions. All discussions and presentations will
Advanced Topics in Educational Leadership Spring 2014
be conducted in a professional manner appropriate for a graduate level class. Lack of
participation due to absences may affect a student’s grade.
Grading Scale
93 % - 100 % = A
87 % - 89 % = B+
80 % - 82 % = B-
73 % - 76 % = C
90 % - 92 % = A-
83 % - 86 % = B
77 % - 79 % = C +
70 % -72 % = C-
VIII. STUDENT APPEALS
If for any reason a student feels that he/she has need for an exception to the program or
any other programmatic issue that needs to be addressed, they must adhere to the
following procedures:
1. Talk to their professor of record or Department Coordinator (depending on the
issue).
2. If the issue is not resolved, talk with their Program Coordinator.
3. If still not resolved, talk to the EDL Chair.
4. If the chair does not resolve the problem to the student’s satisfaction, the student
can send a letter of appeal to the Department of Educational Leadership’s Error
and Omissions committee.
The student also has the right to the SDSU Student appeal process delineated at the
following web site: http://www.sa.sdsu.edu/srr/index.html
IX.
UNIVERSITY EXPECTATIONS
SDSU rules and regulations concerning graduate students can be found in the Bulletin of
the Graduate Division that you received in class. The Bulletin can also be found on line
at: http://coursecat.sdsu.edu/GB0203/index.html
Disability
Students with special needs (as specified in the Americans with Disabilities Act) should
notify the instructor immediately so that special accommodations may be made.
Plagiarism
Students may be suspended, placed on probation, or given a lesser sanction for one or
more of the following causes which must be campus-related:
(a) Cheating or plagiarism in connection with an academic program at a campus.
(b) Forgery, alteration, or misuse of campus documents, records, or identification.
X. COURSE DELIVERABLES AND REQUIREMENTS
A. Advanced Topic Review of the Literature
You will investigate a significant problem of practice/topic of interest to you and
conduct a review of the relevant scholarship and research, addressing this
problem/topic. You will prepare a 16-18 page essay analyzing, synthesizing,
interpreting, and critiquing the empirical and theoretical findings emerging from
your investigation. You will prepare your literature review in 4 phases.
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Advanced Topics in Educational Leadership Spring 2014
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Phase 1: Finalize Your Preliminary Literature Matrix
Refine the problem of practice/advanced topic in educational leadership you
identified within ED 895.
 Continue to explore the relevant research and scholarship around this
problem/topic.

Taking account of feedback you received on your initial draft of the
literature matrix, include a minimum of 18-20 scholarly articles related
to you topic/problem.

Finalize your literature matrix including author, title, additional
bibliographic information, a summary of themes addressed, and
results/findings from each article.
Upload Preliminary Literature Matrix to the instructor and cohort
colleagues by Thursday, February 6 at 11:30 pm. (20% of grade)
Phase 2: Literature Review Introduction
Prepare a one and a half-page introduction to your advanced topic literature
review.
 Paragraph one sets the context. What topic/problem of practice in
educational leadership does your paper explore? How does this
concern affect/influence students, teachers, parents, schools, and/or
school districts? To what degree, and in what way, is this topic
important to the work of educational leaders? Create a sense of
interest and urgency for your audience.
 Paragraph two provides an advanced organizer. What scholarly
literature/research do you intend to review? Who are the leading
researchers exploring this topic? Prepare the reader for what is to
come.
 Paragraph three anticipates future research on this advanced topic.
How might further study of this topic advance the educational
enterprise? How might future researchers investigate this topic? Begin
to identify the entry point for your own contribution.
 Include an outline of additional themes/subtopics yet to be addressed.
 Provide a preliminary bibliography of key references to be explored.
Upload Literature Review Introduction to instructor and seminar
colleagues by Monday, March 10, at 11:30 pm. (10% of grade)
Advanced Topics in Educational Leadership Spring 2014
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Phase 3: Literature Review Eight-Page Draft:
Submit eight pages of your advanced topic literature review.

These eight pages extend beyond your one page introduction, for a
total of nine pages. These nine pages begin to articulate areas of
research and scholarship relevant to your chosen topic.

Begin to define the specific variables, descriptors, theoretical themes
you discover through your review of the literature. Organize your
review according to these themes.

Describe the various methodological approaches applied by others
who have investigated the topic.

Chronicle the important empirical findings that will inform practice, as
well as potential research in this topic. As you present various
findings, explicate through examples, anticipating the reader’s desire
to know how these findings relate to real life in schools.

Begin to critically analyze these methods and findings, answering the
following questions: What are the strengths and limitations of this
research? What does it teach us about the topic in question? What
remains to be learned?
Upload eight-page Literature Review to the instructor and seminar
colleagues by Monday, April 7th at 11:30 pm. (20% grade)
4. Final Manuscript:
Submit your final manuscript according to the designated deadlines.

Be sure to describe how research findings originated or stimulated
growth and development within the field.

In your conclusion, explore the important question that research to
date leaves unanswered.

Throughout your review, you must employ and reference relevant
research to: a) support your growing understanding of a given
advanced topic in educational leadership, and b) to demonstrate your
mastery of the research/literature itself.
Upload Final Literature Review manuscript to the instructor on
Tuesday, May 13th at 11:30 pm. (30% of grade)
Advanced Topics in Educational Leadership Spring 2014
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B. Cultivating Trust: A Key Resource for School Success/ Conducting an
Organizational Trust Action Experiment
You will apply the tools of appreciative inquiry and design thinking to
develop a S-M-A-R-T (Specific, Measurable, Attainable,Relevant, and Timebound) experiment aimed at cultivating trust within your organization.
Through this experiment, you will increase your awareness of the
organizational culture of your school, particularly as it relates to issues of
trust. You will learn ways to manage conflict in ways that contribute to the
long-term viability of the organization. You will practice listening actively to
understand, comprehend, analyze, engage and then act on behalf of your
organization. You will identify strategies to insure that moral and ethical
practices are established and followed within your organization, promoting
high standards for personal and organizational integrity, honesty, and respect.
a. Conduct a trust-focused appreciative interview with a cohort
colleague in class on February 8th.
b. Utilizing the Organizational Trust Action Experiment Template
(see p. 19), you will:
(1) Summarize the experiment and state your hypothesis.
(2) Describe the experiment’s relevance to your professional aspirations and
standards.
(3) Describe the details of the experiment itself, listing the proposed
strategies.
(4) Identify the supporting systems and resources.
(5) Establish the timeline, including benchmarks and milestones.
(6) Report your level of confidence in completing the experiment
successfully.
(7) Establish data collection and reporting methods.
Upload Organizational Trust Action Experiments to the instructor and
seminar colleagues on Thursday, May 8th at 11:30 pm. (10% of grade).
Present experiments in Class on May 11th.
5. Class Attendance and Participation: The seminar group will read assigned
readings and be prepared to participate actively in discussions. The seminar
group will also respond to individual member’s Advanced Topic Literature
Reviews according to the course outline. For these activities we will function as a
writer’s workshop, reviewing and critiquing seminar members’ work. These
responses will be as specific as possible, including feedback on the ideas
expressed, the organization of these ideas, voice and conventions, and suggestions
regarding the references cited. (10% of grade)
Advanced Topics in Educational Leadership Spring 2014
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XI. UNIVERSITY EXPECTATIONS
SDSU rules and regulations concerning graduate students can be found in the Bulletin
of the Graduate Division that you received in class. This Bulletin can also be found
on line at: http://coursecat.sdsu.edu/bulletin/index.html
Disability
Students with special needs (as specified in the Americans with Disabilities Act)
should notify the instructor immediately so that special accommodations may be
made.
Field Trips and Liability Coverage:
Should this course require students to participate in field trips, research or studies that
include course work that will be performed off-campus, it is important to note that
participation in such activities may result in accidents or personal injury. Student
participating in the event are aware of these risks, and agree to hold harmless San
Diego State University, the State of California, the Trustees of the California State
University and Colleges and its officers, employees and agents against all claims,
demands, suits, judgments, expenses and costs of any kind on account of their
participation in the activities. Student using their own vehicles to transport other
students to such activities should have the current automobile insurance.
Plagiarism:
Students may be suspended, placed on probation or given a lesser sanction for one or
more of the following causes which must be campus related: (a) Cheating or
plagiarism in connection with an academic pro-gram at a campus. (b) Forgery,
alteration or misuse of campus documents, records, or identification.
http://gra.sdsu.edu/dra/integrity_research_scholarship.htm
Advanced Topics in Educational Leadership Spring 2014
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XII. TENTATIVE COURSE OUTLINE:
CLASS
IN CLASS
ASSIGNMENTS
SESSION
TOPICS/ACTIVITIES
Review course schedule and
January
Prior to the January 18th session, read and
expectations.
18, 2014
study:
Plano Clark, V. L. & Creswell, J.W. (2010).
Understand the role and
Understanding Research, Chapter 3, and
purpose of the literature
review
Tschannen-Moran, M. (2004). Trust matters:
Leadership for successful schools, Chapter 1, and
Consider the steps for
conducting a literature
Bryk, A. & Schneider, B. (2003). Trust in
review.
schools: A core resource for school reform.
Educational Leadership, 4, 6, 40-44.
Explore why trust matters in
schools.
Review:
The course syllabus.
Conduct a trust-focused
appreciative interview with a Written Assignment due February 6:
cohort colleague.
Continue to refine your problem of
practice/advanced topic in educational leadership.
Continue to explore the relevant research and
scholarship. Identify a minimum of 5 additional
scholarly articles related to you topic. Revise
your Preliminary Literature Matrix including
author, title, additional bibliographic information,
and a summary of themes addressed in each
article, as described on page 5 of syllabus.
February
8, 2014
Define trust and explore how
P-12 educational leaders
cultivate trust in 21st century
schools.
Upload Literature Matrix to course site on
February 6, 2014 by 11:30 pm.
Prior to the February 8th session:
Read and study:
Plano Clark, V. L. & Creswell, J.W. (2010).
Understanding Research, Chapter 4, and
With a colleague, begin to
design your Organizational
Trust Action Experiment.
Tschannen-Moran, M. (2004). Trust matters:
Leadership for successful schools, Chapters 2 and
3, and
Advanced Topics in Educational Leadership Spring 2014 10
IN CLASS
TOPICS/ACTIVITIES
February
8, 2014
(continued)
ASSIGNMENTS
Uline, C.; Miller, D.; & Tschannen-Moran, M.
(1998). School Effectiveness: A test of a causal
Revisit steps for conducting a model. Educational Administration Quarterly, 34,
literature review.
4, 462-483, and
The Creswell Criteria for Evaluating
Dissertations Self-Assessment Checklist.
The Workshop Process Handout.
Written Assignment due on March 10th:
Prepare a 1 1/2-page introduction to your
Advanced Topic Literature Review (See
description on p. 5 of syllabus). Include a
preliminary outline of themes/subtopics to be
addressed and bibliography of key references to
be explored.
Upload Literature Review Introduction, with
outline and references to course site, Monday,
March 10th by 11:30 pm.
Workshop Review:
Prior to the writers’ workshop session, seminar
members review all seminar members’ Advanced
Topic Literature Review Introductions. Utilize
the provided writing rubrics to prepare a
reflective question for each cohort author.
Questions should relate to idea development
and/or general organization. Written comments
may address word choice, sentence fluency,
conventions, and suggestions regarding the
references cited.
Participate in Literature Review Online Forum
1. The forum begins March 7 and runs to
March 14, 2014.
Begins
March 7
and runs
to March
14, 2014
Online Forum
March 15,
2014
Explore reactions to damaged Prior to the March 15th session:
trust.
Read and study:
Tschannen-Moran, M. (2004). Trust matters:
Consider how educational
Leadership for successful schools, Chapters 4 and
leaders utilize collaboration
5, and
Advanced Topics in Educational Leadership Spring 2014 11
March 15,
2014
IN CLASS
TOPICS/ACTIVITIES
as a means to organizational
improvement.
(continued)
Examine the ways we
summarize, synthesize and
analyze research.
ASSIGNMENTS
Goddard, R.D., Salloum, S.J., Berebitsky, D.
(2009). Trust as a mediator of the relationship
between poverty, racial composition, and
academic achievement: Evidence from
Michigan’s public elementary schools.
Educational Administration Quarterly, 45, 2,
292-311.
Introduction Workshop.
Written Assignment due Monday, April 7th:
Prior to our next session prepare an 8-page draft
of your Advanced Topic Literature Review (See
description on p. 6 of syllabus).
Upload Literature Review 8-page draft to course
site by Monday, April 7th, by 11:30 pm.
Workshop Review:
Prior to the writers’ workshop session, seminar
members review research group members’
Advanced Topic Literature Review 8-page drafts.
Utilize the provided writing rubrics to prepare a
reflective question for each cohort author.
Questions should relate to idea development
and/or general organization. Written comments
may address word choice, sentence fluency,
conventions, and suggestions regarding the
references cited.
Begins
April 4
and runs
to April
11, 2014
April 12,
2014
SPRING BREAK: March 31- April 4, 2013
Participate in Literature Review Online Forum
Online Forum
2. The forum begins April 4 and runs to April
11, 2014.
Examine how educational
leaders encourage a culture
of trust among teacher, as
well as foster trust with
students and parents.
8-page draft Workshop.
Prior to the April 12th session:
Read and study:
Tschannen-Moran, M. (2004). Trust matters:
Leadership for successful schools, Chapters 6 and
7, and
Advanced Topics in Educational Leadership Spring 2014 12
IN CLASS
TOPICS/ACTIVITIES
ASSIGNMENTS
Daly, A. J. & Finnigan, K. S. (2012). Exploring
the space between social networks, trust, and
urban school district leaders. Journal if School
Leadership, 22, 493-530.
May 10,
2014
Consider how trustworthy
leaders restore and nurture
trust as a means to build
organizational capacity.
Written Assignment due Thursday May, 8th:
Prior to our next session prepare Organizational
Trust Experiment Template (See description on p.
7 of syllabus).
Present Organizational
Trust Action Experiments.
Upload Organizational Trust Experiment to
course site by Thursday, May 8th, by 11:30 pm.
Prior to the May 10th session, read and study:
Plano Clark, V. L. & Creswell, J.W. (2010).
Understanding Research, Chapter 5, and
Tschannen-Moran, M. (2004). Trust matters:
Leadership for successful schools, Chapters 8 and
9, and
Tschannen-Moran, M. (2009). Fostering teacher
professionalism in schools. Educational
Administration Quarterly, 45, 2, 217-247.
Final Written Assignment:
Upload final manuscript to the course site
Tuesday, May 13th, by 11:30 pm.
Advanced Topics in Educational Leadership Spring 2014 13
Grading Sheet for the Preliminary Literature Review Matrix
In grading the Preliminary Literature Matrix, points will be assigned according to the
following criteria:
__20 pts: The preliminary literature review matrix includes 18-20 scholarly articles
on your developing dissertation topic.
__20 pts: The preliminary literature review matrix includes appropriate bibliographic
information in APA style.
__20 pts: The preliminary literature review matrix briefly outlines themes/subtopics
addressed.
__20 pts: The preliminary literature review matrix accurately describes basic
information about the research design, research sample/participants, and data
gathering and analysis methodologies for articles included, where appropriate.
__20 pts: The preliminary literature review matrix briefly describes the
findings/results for the articles included, where appropriate.
Total Points:
Advanced Topics in Educational Leadership Spring 2014 14
Grading Sheet for the Advanced Topic Literature Review, Assignment 2
In grading the introduction to your Advanced Topic Literature Review, points will be
assigned according to the following criteria:
5 pts: The introduction includes appropriate in-text citations in APA format.
10 pts: The introduction describes the advanced topic in educational you intend to
explore.
10 pts: The introduction references how this topic/concern affects/influences students,
teachers, parents, schools, and/or school districts, and is important to the
work of school leaders.
10 pts. The introduction describes the scholarly literature/research you intend to
review and identifies the leading researchers exploring this topic.
5 pts: The introduction explains how this scholarship/research provides a point of
departure for future research into this advanced topic.
10 pts: The introduction includes a preliminary bibliography of key references.
___10 pts: The introduction is written with clarity.
10 pts: The introduction is logical and coherent.
10 pts: The introduction is written in concise language.
10 pts: The introduction is written with precision. Word choice, grammar,
punctuation, and spelling are excellent.
10 pts: The introduction is written in a style intended to inform and explain rather
than to persuade or argue.
Total Points:
Advanced Topics in Educational Leadership Spring 2014 15
Grading Sheet for the Advanced Topic Literature Review, Assignments 3 and 4
In grading the 8-page draft and final manuscript of your Advanced Topic Literature
Review, points will be assigned according to the following criteria:
5 pts: The literature review includes a bibliography in correct APA format.
15 pts: The literature review emphasizes the relatedness of the research and
scholarship discussed, building an integrated essay, rather than a chain of
isolated summaries.
5 pts: The literature review describes your analysis of the factors that might have
influenced various findings across the literature.
5 pts: The literature review accurately describes basic information about the
research samples and methodologies, where appropriate.
The 8-page draft includes an updated outline of themes/subtopics yet to be
addressed.
10 pts: or
The final manuscript identifies important questions that the research to date
leaves unanswered, describing the nature and design of additional research
needed to deepen or solidify understandings.
10 pts: The literature review cites reasons various theoretical perspectives and/or
study findings might/might not have applicability or utility.
10 pts: The literature review is written with great clarity. Every sentence is clear and
easy to understand.
10 pts: The literature review is logical and coherent. It is well organized from start to
finish.
10 pts: The literature review is written in concise language.
10 pts: The literature review is written with great precision. Word choice, grammar,
punctuation, and spelling are excellent.
10 pts: The literature review is written in a style intended to inform and explain rather
than to persuade or argue. At the same time, the writing is interesting and
engaging, rather than dull and uninspired.
Total Points:
16
Experimental Design Template
Name:
Date:
Summarize Experiment and State Hypothesis:
Relevance to Professional Aspirations/Standards:
Strategies (What, Where, How)
Timeline
Supporting Systems and Resources
Confidence Level (On a Scale of 0 to 10): Revise the strategy, systems, resources, and timeline until confidence level is 7 or higher.
Data Collection and Reporting:
17
Grading Sheet for the Organizational Trust Experiment, Assignment 5
In grading your Organizational Trust Experiment, points will be assigned according to
the following criteria:
10 pts: The experiment template provides a concise summary of the trust-related
problem of practice to be addressed through your experiment.
20 pts: The experiment proceeds from a well-articulated hypothesis of the proposed
actions and predicted outcomes of the experiment.
10 pts: The experiment reflects a thoughtful statement regarding its relevance to your
professional aspirations and standards as a trustworthy leader.
20 pts. The experiment outlines the proposed strategies for completion.
10 pts: The experiment follows an explicit timeline.
10 pts: The experiment template takes account of necessary supporting systems
and/or resources.
___10 pts: The experiment articulates your confidence level for success.
10 pts: The experiment describes data gathering and reporting methods you will
apply.
Total Points:
18
Additional References
Bhattacharya, R., Devinney, T., & Pillutla, M. (1998). A formal model of trust based on
outcomes. Academy of Management Review 23, 459-472.
Bird, J.J., Wang, C., Watson, J. & Murray, L. (2012). Teacher and principal perceptions
of authentic leadership: Implications for trust, engagement, and intention to return.
Journal if School Leadership, 22, 425-461.
Bryk, A., & Schneider, B. (1996). Social trust: A moral resource for school improvement.
Center on Organizations and Restructuring of Schools, Madison, WI: Wisconsin
Center for Education Research. (ERIC Document Reproduction Services No.
ED412630)
Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement.
New York: Russell Sage Foundation.
Bryk, A., & Schneider, B. (2003). Trust in schools: A core resource for school reform.
Educational Leadership, 60(6), 40-44.
Cosner, S. (2009). Building Organizational Capacity Through Trust Educational
Administration Quarterly April 2009 45: 248-291,
doi:10.1177/0013161X08330502
Costa, A. (2003). Understanding the nature and the antecedents of trust within work
teams. In B. Nooteboom & F. Six (Eds.), The trust process in organizations:
Empirical studies of the determinants and the process of trust development (pp.
105-124). Northampton, MA: Edward Elgar Publishing.
19
Costa, A., Roe, R., & Taillieu, T. (2001). Trust within teams: The relation with
performance effectiveness. European Journal of Work and Organizational
Psychology, 19(3), 225-244.
Cummings, L., & Bromiley, P. (1996). The organizational trust inventory (OTI):
Development and validation. In R. Kramer & T. Tyler (Eds.), Trust in
organizations: Frontiers of theory and research (pp. 302-330). Thousand Oaks,
CA: Sage.
Daly, A. (2009). Rigid Response in an Age of Accountability: The Potential of
Leadership and Trust. Educational Administration Quarterly April 2009 45: 168216, doi:10.1177/0013161X08330499
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