Revisiting the Trust Effect in Urban Elementary Schools

Autor/inn/en	Adams, Curt M.; Forsyth, Patrick B.
Titel	Revisiting the Trust Effect in Urban Elementary Schools
Quelle	In: Elementary School Journal, 114 (2013) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/670736
Schlagwörter	Trust (Psychology); Urban Schools; Metacognition; Elementary School Students; Academic Achievement; Lunch Programs; Reading Achievement; Mathematics Achievement; Teacher Attitudes; Elementary School Teachers; Correlation; School Culture; Self Determination; Surveys; Factor Analysis + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Mittagessen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korrelation; Schulkultur; Schulleben; Selbstbestimmung; Survey; Umfrage; Befragung; Faktorenanalyse
Abstract	More than a decade after Goddard, Tschannen-Moran, and Hoy (2001) found that collective faculty trust in clients predicts student achievement in urban elementary schools, we sought to identify a plausible link for this relationship. Our purpose in revisiting the trust effect was twofold: (1) to test the main effect of collective faculty trust on student achievement after controlling for free and reduced-price lunch and prior achievement, and (2) to determine if self-regulated learning mediates the collective trust-achievement relationship. Data were collected from 1,039 teachers and 1,648 students in 56 urban elementary schools. Results confirmed the hypothesized main effect of collective faculty trust and the hypothesized mediating effect of self-regulated learning. Mean math and reading achievement were higher in schools with a stronger culture of collective faculty trust. Schools with a stronger culture of trust also had students with more self-regulated learning. (Contains 3 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10