A 40Year Odyssey Taiwan May 2014 wwwwaynekhoycom PapersgtTaiwan Academic Optimism 1 Hoy 2014 Overview From Oklahoma to Ohio What makes some schools better places to work and learn than others ID: 809080
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Searching for School Characteristics that Make a Difference for the Achievement of All Students: A 40-Year Odyssey Taiwan, May, 2014www.waynekhoy.com[Papers>Taiwan: Academic Optimism]
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Slide2Overview: From Oklahoma to OhioWhat makes some schools better places to work and learn than others?General Nature of School Climate—What is School Climate?Conceptual frameworks for School Climate and its Measures: 3 Perspectives Control Perspective: Humanistic to Custodial School Climates
Openness Perspective: Open to Closed School Climates
Health Perspective: Healthy to Unhealthy School ClimatesCollective Trust in SchoolsCollective Efficacy in SchoolsAcademic Emphasis in SchoolsAcademic Optimism of SchoolsAcademic Optimism and Student AchievementImplications for Practice
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Slide3School Climates: Humanistic, Open & Healthy ClimatesI Control Perspective—Continuum from Custodial to HumanisticCustodial School Climate. Watchful mistrust and autocratic control are the critical aspects of a custodial perspective.
Humanistic School Climate
is
optimistic about students and teachers have open and friendly relations with students. Teachers and students are willing to act on their own volition and accept responsibility for their actions.II Openness Perspective—Continuum from Closed to OpenThe Closed School Climate is one imbued with game playing, close teacher supervision, teacher apathy, and low morale
.The Open School Climate is one anchored in authentic, open, and transparent interactions among faculty members, supportive supervision, & high morale.III Perspective on Health of Interpersonal Relations—Continuum from Unhealthy-HealthyThe Unhealthy School Climate is imbued with conflict and poor interpersonal relations
.The Healthy School Climate is one in the interpersonal relations between teachers, teachers and administrators, and teachers and students are positive-good interpersonal relations.
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Slide4Oklahoma FindingsHumanistic Control and Openness in School Climates: A Comparative AnalysisHumanistic Schools contrasted
with Custodial
ones
Principals were:More Considerate—kind and thoughtfulMore Personal—warm and helpful
More Engaging—easy interactionsMore Friendly—caring More Supportive—avoided close supervision Faculty
had: Higher Morale
Greater Engagement. Greater OpennessThe more open the climate, the more humanistic the control perspectives—two go together. The relation is a reciprocal one.
There was openness and authenticity in teacher-principal relations and openness in teacher-teacher relations in humanistic schools .
(
Appleberry & Hoy, 1969; Hoy & Appleberry, 1970; Hoy, 2008)
Three years in Oklahoma and then back to east coast, Rutgers in NJ
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Slide5Rutgers Studies in New JerseySchool Climate and Student Outcomes: Alienation and Self-Actualization Alienation: Normlessness Powerlessness
Meaninglessness
Isolation Self-estrangementClimate was related to student alienation in NJ high schools.
In general, the more open the school climate, the less alienated were the students. In general, the more humanistic the school climate
, the less alienated the students. Open and humanistic schools were antidotes for student sense of powerlessness and normlessness.Students suffered less from a sense of powerlessness
, normlessness, and self-estrangement or isolation (Hoy, 1972; Hartley & Hoy, 1972; Rafalides & Hoy, 1971).
Self-actualization
Humanism
of school climate
related to student level of
self-
actualization (Diebert & Hoy, 1977).But graduate students and administrators want to know if climate was related to student achievement
.
We started to look in each sample of schools, but to no avail.
Preliminary evidence suggested –No Relations! Correlations Yes, but with controls—No
Openness
and Humanism in school climate were not related to student achievement.Summary of Findings Next
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Slide6Summary of Climate StudiesSchool Climate does capture the feel of the school.Openness and humanism
seem to have positive
effects on
students—less alienated, more committed, greater confidence, and higher self actualization. But neither the openness of the climate nor the humanism of teachers was related to academic
performance.Every climate study we did at RU, where we could, we checked its influence on academic performance, but with SES included as a control, there was no relation.School climate
was related to affective student outcomes, but not related to academic outcomes; SES overwhelmed everything when it came to achievement.
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Slide7Why No Relation between Climate and Student Achievement?James Coleman’s classic national study of American Public Schools (1966) was also discouraging because he also found: “Only a small part of (student achievement) is the result of school factors, in contrast to family background differences between
communities.”
Together
with my own research and Coleman’s findings, I came to believe that organization and school climate had little to do with school achievement; achievement primarily in the hands of teachers in the classroom. Thus, I turned my attention to research to different areas.
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Slide8Detour: New Research DirectionsBureaucratic structure was directly related to teacher alienation.
Bureaucratic structure
was negatively related to
innovation and change. Bureaucratic socialization of new teachers—more bureaucratic and custodial.
Key principal behaviors to develop loyal teachers: 1) Consideration
2) Initiating structure3) Leading by example4) Emotional detachment
5) Hierarchical independence.6) AuthenticityPatterns of Administrative Succession for Principals. Outsiders versus
Insiders
Change
Status Quo
Higher
Satisfaction Lower Satisfaction More Influence Less Influence More Emotional Detachment Less
Emotional
Detachment
High
Faculty Morale Lower Faculty Morale
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Slide9Return to the Quest Ron Edmonds’s Challenge to Coleman: Case Studies of Urban School. Edmonds found
and argued
that high achievement was a function of
:Strong PrincipalsHigh Expectations for StudentsEmphasis on Basic SkillsOrderly environments
Frequent, systematic evaluationsOne or two cases don’t really prove much—Could the findings be generalized?Another look at School Climate: A New
Perspective—Organizational Health
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Slide10Organizational HealthOrganizational Health Inventory (OHI)
• School-Community
Interactions Institutional
Integrity
• Principal Teacher-Interactions
Principal Influence
Consideration
Initiating Structure
Resource Support •
Professional Interactions
Morale
• Teacher-Student
Interactions
Academic Emphasis
One factor—Health Index= combination of the seven aspects of health.
No relation between overall health of school climate and achievement, controlling for SES.
Multiple
Regression—use individual tests rather than index. We finally found one property of schools that made a difference on student achievement when controlling for SES (family background and community differences in wealth)
.
Academic
Emphasis
of the School was related to Student Achievement—the relation held for all levels—elementary, middle, & high
schools—20 years.
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Slide11The First Generation of Trust Studies—Rutgers(Hoy & Kupersmith, 1984,1985)
TRUST
: A generalized sense held by
the work group
that the word or promise of another could be relied upon (Rotter
)Measures of Collective Faculty
Trust: 1. In Colleagues 2. In
Principal
3. In District
Faculty Trust
related to many important attributes
:
Authentic
leadership of the
principal
Morale
of faculty Openness
of climate Health of school Subjective
measure of
effectiveness
BUT NOT to ACHIEVEMENT, controlling for SES.
It was on to Ohio State. Thus, far only one school variable has been identified that predicts academic achievement controlling for SES.
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Slide12Trust: The Second Generation—Ohio Statea more refined definition of trust
Megan Tschannen-Moran
(Tschannen-Moran, Woolfolk Hoy, Hoy,
1998;
Hoy & Tschannen-Moran, 1999, 2003; Tschannen-Moran,
2004; Forsyth, Adams, & Hoy, 2011).
TRUST: Trust is a state in which individuals and groups are willing to make themselves vulnerable to others and take risks with confidence that others will respond to their actions in positive ways,
with:
B
enevolence
,
Predictability
,
Competence
,
Honesty
, and Openness.
Faculty Trust in: In Colleagues In Principal
New Dimensions
In Students
In Parents
Surprise!!!
Faculty Trust in Students and Parents is one thing, not two
(Bryk & Schneider, 2002
).
Faculty
Trust in
Students
and Parents was related to Student Achievement controlling for SES
.
Relationship is true regardless of school level (elementary, middle, high school).
Also true in other countries—for example, including Taiwan.
Second organizational property to make a difference in
achievement (1998)
.
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Slide13Collective Efficacy—Ohio State
Roger Goddard-A Study of Collective Efficacy of Elementary Schools
(Goddard, Hoy, & Woolfolk Hoy, 2000; Goddard, 2001, 2002)
.
Grew out of the work of Albert Bandura, Self-Efficacy: The Exercise of Control(1997), who
claimed efficacy could be framed as a collective as well as an individual construct.
In fact, he maintained that collective efficacy was more important than SES in predicting student achievement.
COLLECTIVE
EFFICACY: teachers as a whole (as a collective) have a sense that they can organize and execute decisions and influence the activities that have positive effects on students.
Developed a reliable and valid measure of the collective efficacy of a school
.
Collective Efficacy was related to achievement regardless of SES and just as important or more so than SES.
Collective Efficacy was the
thir
d property of schools that predicted student achievement controlling for SES and other demographic characteristics of
schools (next)
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Slide14Collective Efficacy—Ohio State
Relationship is true regardless of school level (elementary, middle, high school).
Also true in other countries.
These three school properties are
the three characteristics that make a difference in school achievement
beyond SES.Academic EmphasisCollective Trust [in
Students and Parents]Collective Efficacy What about the three properties working together?
Three properties added together should explain more variance in achievement-
But they don’t because they are so highly correlated with each other.
HOW TO RESOLVE THIS PROBLEM
?
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Slide15Academic
Emphasis
Collective
Efficacy
Faculty
Trust
Academic Optimism
is the uniting of these three concepts into an integrated whole.
Efficacy
is the belief faculty can make a positive contribution to student learning
:
teachers believe in themselves
.
Trust
is the belief that students, parents, teachers can cooperate to improve student learning:
teachers
believe in their students
.
Academic Emphasis
is the academic enactment of these beliefs:
teachers
act to improve academic success of students
.
Academic Optimism
is the collective belief that that:
The faculty can make a difference--
cognitive
facet (efficacy)
.
Students can learn--
affective and emotional
side (trust)
.
Academic performance can be achieved--
behavioral
enacted (academic optimism)
.
The elements of academic optimism and
their reciprocal relation to each other.
Academic Optimism: A New
Construct
(Hoy, Tarter, & Woolfolk Hoy, 2006)
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Slide16Student
Achievement
Science
Academic Optimism
Mathematics
Academic Emphasis
Collective Efficacy
Faculty Trust in
Students and Parents
Urbanicity
Socioeconomic
Status
Priori Student
Achievement
Mathematics
Science
Academic Optimism and School Achievement: A Theoretical Model
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Slide17Student
Achievement
Science
Academic Optimism
Mathematics
Academic Emphasis
Collective Efficacy
Faculty Trust in
Students & Parents
A Test of the Academic Optimism and Student Achievement Model
(Hoy, Tarter, Hoy, 2007)
1.00
.90
.75
.99
.92
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Slide18Student
Achievement
Science
Academic Optimism
Mathematics
Academic Emphasis
Collective Efficacy
Faculty Trust in
Students & Parents
Urbanicity
Socioeconomic
Status
Priori Student
Achievement
Mathematics
Science
A Test of the Academic Optimism and Student Achievement Model
(Hoy, Tarter,
Woolfolk Hoy
,
2006)
.02
.20
1.00
.90
.19
.75
.99 .21
.92
.60
.97 .96
R
2
=.67**
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Slide19Academic Optimism
Academic Emphasis
Collective Efficacy
Faculty Trust in
Students and Parents
Enabling Structure
Student Achievement
Socioeconomic
Status
Principals Creating A Culture of Academic Optimism and Student
Achievement: A
Path Model
(McGuigan & Hoy, 2006)
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Slide20Academic Optimism
Academic Emphasis
Collective Efficacy
Faculty Trust in
Students and Parents
Enabling Structure
Student Achievement
Socioeconomic
Status
A Test of Enabling Structure, Academic Optimism, Achievement Model
(McGuigan & Hoy, 2006)
.98 .96 .95
.37** .54**(Math)
.21 (Math)
Math R
2
=.48**
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Slide21Why Does Academic Optimism Lead to Higher Student Achievement?
School Conditions that Promote Learning and Achievement
&
Study
of Trust in
Chicago
(Bryk & Schneider, 2002)
Teachers’ “can do” Attitude and Internalized Responsibility
Outreach to Parents
Professional Community--Collaborative Work Practices and
Commitment to Improve Teaching and Learning.
4. High Expectations and High Academic Standards
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Slide22Why Does Academic Optimism Lead to Higher Student Achievement?
School Conditions that Promote Achievement
Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006)
Study of Trust
Study of Academic Optimism
Teachers’ “can do” Attitude and
Internalized Responsibility
Collective
Efficacy
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Slide23Why Does Academic Optimism Lead to Higher Student Achievement?
School Conditions that Promote Achievement
Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006)
Study of Trust
Study of Academic Optimism
Teachers’ “can do” Attitude and
Collective Efficacy
Internalized Responsibility
Outreach to Parents
Professional Community
Collaborative Work Practices and
Commitment to Improve Teaching
Faculty
Trust in
Parents and Teachers
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Slide24Why Does Academic Optimism Lead to Higher Student Achievement?
School Conditions that Promote Achievement
Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006)
Study of Trust
Study of Academic Optimism
Teachers’ “can do” Attitude and
Collective Efficacy
Internalized Responsibility
Outreach to Parents
Professional Community
Collaborative Work Practices and
Commitment to Improve Teaching
High Expectations and
Academic
Emphasis
High Academic Standards
Faculty
Trust in
Parents and Teachers
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Slide25Why
Does Academic Optimism Lead to Higher Student Achievement?
School Conditions that Promote Achievement
Bryk & Schneider (2002) Hoy, Tarter, & Woolfolk Hoy (2006)
Study of Trust
Study of Academic Optimism
Teachers’ “can do” Attitude and
Collective Efficacy
Internalized Responsibility
Outreach to Parents
Professional Community
Collaborative Work Practices and
Commitment to Improve Teaching
High Expectations and
Academic
Emphasis
High Academic Standards
ACAD
EM
I
C
O
P
T
I
M
I
SM
Faculty
Trust in
Parents and Teachers
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Slide26How
Does Academic Optimism Lead to Higher Student Achievement?
Dynamics of School Properties to Promote Student Achievement
Collective
Efficacy
Culture of
Academic Optimism
Trust in
Parents & Students
Academic
Emphasis
Relational
Trust
GOAL THEORY
Goals are:
Specific
Challenging
Attainable
Embraced
COOPERATION
Students
Teachers
Parents
Student
Achievement
Feedback
Feedback
Motivation
Responsibility
Effort
Persistence
Resilience
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Slide27ConclusionsThere is strong evidence that
academic optimism
is a latent construct consisting of 1) academic
emphasis, 2) collective trust in parents and students, and3) collective efficacy. Academic Optimism is directly related to school achievement even after controlling for SES and earlier achievement.Academic Optimism
is as strong predictor of achievement as SES; Academic optimism can be developed, but SES cannot.Optimism in academic matters is a strong force for achievement.
Trust in parents and students seems to liberate teachers to innovate in the classroom without fear of retribution from parents.
Collective efficacy signals a “can do attitude” of faculty and enables teachers to set and pursue challenging goals with students.Academic emphasis focuses behavior on academic matters and mobilizes to teachers to action.Academic optimism is related to school achievement in other countries and cultures [Jason (Hsin-Chieh) Wu—Wu, Hoy, & Tarter, 2013; Wu, 2013).
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Slide28Implications and ApplicationsHow can a culture of academic optimism be cultivated? At least three paths:
Cultivate a Culture of Trust: In colleagues, In administration, and most importantly in Students and Parent—benevolent, open, reliable, competent, and honest.
Open and transparent teacher-student and teacher-parent relations are the hallmarks of authenticity and trust.Reach out to parents in projects that require their cooperation and involvement—newsletters, parent-teacher events, celebrations of achievement.
Make operation of school transparent and open to parents.Be honest with parents.Showcase achievement of schools and highlight competence and accomplishment of teachers as well as students.Embrace students and work through difficulties with parents.
Be predictably kind and compassionate about helping students.
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Slide29Implications and Applications2. Develop Collective Efficacy in the School: The faculty as a collective must believe that they can make a difference in the success of students
.
Three major sources of efficacy: Mastery Experiences, Vicarious Experiences, and Social Persuasion.
Mastery: Structure experiences for teachers so they can have successful
direct experiences; place them in situations for success. New teachers have schedules and situations where they can succeed. Success breeds success, mastery, and efficacy—Experience success!
Model: Give teachers models to emulate; provide examples and stories of success; observe experts in action; provide vicarious experiences for success—Provide models of success!Persuasion: Reinforce direct and vicarious experiences with supportive persuasion—Motivate and coach success! You can do it!
Believe in yourself, set realistic goals, and achieve.
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Slide30In Brief:1. Experience Success (Mastery)
Provide direct experiences for success.
2. Model Success (Modeling) Provide models for success.3.
Coach Success (Persuasion) Persuade individuals they can succeed.
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Slide31Implications and Applications3. Focus on Academic and Intellectual Achievement
: The faculty must embrace the goal of academic achievement—the school leader needs to be an intellectual leader.
Celebrate intellectual achievements of faculty and students—assemblies, honor societies, awards, trophies, ceremonies, newspaper accounts, etc.
Make academic achievement a major force of schooling—honor rolls, letters of commendation, graduations with distinction, news releases, etc.
Hire intellectually curious teachers and nurture their curiosity.Make schools intellectually stimulating places to learn: NurtureCreativity
Curiosity Reflection among students and teachers.
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Slide32Implications and ApplicationsFinally, what makes academic optimism of the school so important in improving student achievement is its strong influence on motivation—both teacher motivation and student motivation.
At the heart of such motivation is:
Responsibility
EffortPersistenceResilienceGRITAcademic Optimism enhances these motivation forces.
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Slide33Implications and ApplicationsChecks and Balances
Warning
: Be concerned with
all three elements of academic optimism and not just one of the elements.For example—Building an academic focus can come by rigid adherence to procedures, which if not met, result in negative sanctions or punishment. Yet building strong academic focus this way may actually undermine trust and create an atmosphere of secrecy. So if building increased academic emphasis reduces openness and trust, DON’T DO IT.
Conversely, building trust can create a laissez faire atmosphere can undermine academic emphasis-if so, DON’T DO IT.
Basic Rule: Use all three elements (trust, efficacy, and academic emphasis) to check any attempt to improve academic optimism. Don’t use any strategy that improves one aspect of academic optimism at the expense of any other element.
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Slide34A Brief Summary for Teachers and LeadersCultivate Trust: Open and transparent teacher-student relations provide a path to authenticity and academic optimism and student achievement
.
Build
Efficacy: Efficacy is the engine of change, reform, and achievement. Foster school Academic Emphasis: Celebrate academic successes—academic emphasis focuses behavior on academic matters
.Embrace Academic Optimism: Optimism leads to both increased achievement and well-being for all.
Develop GRIT: learn resilience, self-discipline, and perseverance.
Accept Responsibility for learning: It is a key in effective motivation.Keys to School Success
: Trust
, Efficacy, Academic Emphasis,
Academic Optimism, GRIT, Responsibility .
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Slide35Appleberry, J.B. and Hoy, W.K. (1969), “The pupil control ideology of professional personnel in ‘open’ and ’closed’ elementary schools”, Educational Administration Quarterly, Vol. 5 No. 3, pp. 74-85.Bryk, A.S. and Schneider, B. (2002), Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
Coleman, J.S., Campbell, E.Q., Hobson, C.J., McPartland, J., Mood, A.M., Weinfeld, F.D. and York, R.L. (1966), Equality of Educational Opportunity, US Government Printing Office, Washington, DC.
Diebert, J.P. and Hoy, W.K. (1977), “Custodial high schools and self-actualization of students”, Educational Research Quarterly, Vol. 2 No. 2, pp. 24-31
.Edmonds, R. (1979), “Some schools work, more can”, Social Policy, Vol. 9 No. 5, pp. 28-32.
Forsyth, P. A., Adams, C. & Hoy, W. K. (2011). Collective Trust: Why Schools Cannot Improve Without It. New York: Columbia TC Press
.Goddard, R.G., Hoy, W.K. and Woolfolk Hoy, A. (2000), “Collective teacher efficacy: its meaning, measure, and impact on student achievement”, American Educational Research Journal, Vol. 37 No. 2, pp. 479-508.Goddard, R.G. (2001), “Collective efficacy: a neglected construct in the study of schools and student achievement”, Journal of Educational Psychology, Vol. 93 No. 3, pp. 467-76.
Goddard, R.G. (2002), “A theoretical and empirical analysis of the measure of collective efficacy: the development of the short form”, Educational and Psychological Measurement, Vol. 62 No. 1, pp. 97-110. Hartley, M.C. and Hoy, W.K. (1972), “Openness of school climate and alienation of high school students”, California Journal of Educational Research, Vol. 23 No. 1, pp. 17-24.
References
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Slide3612. Hoy, W.K. (2001), “The pupil control studies: a historical, theoretical, and empirical analysis”, Journal of Educational Administration, Vol. 39 No. 5, pp. 424-41. 13. Hoy, W.K. (1972a), “Dimensions of student alienation and characteristics of public high schools”, Interchange, Vol. 3 Nos. 4/5, pp. 38-51.
14. Hoy
, W. K. (2012
). School characteristics that make a difference for the achievement of all students: A 40-year
academic odyssey. Journal of Educational Administration, Vol., 51,
176-193.11. Hoy, W.K. and Appleberry, J.B. (1970), “Teacher principal relationships in ‘humanistic’ and ‘custodial’ elementary schools”, Journal of Experimental Education, Vol. 39 No. 2, pp. 27-31.15. Hoy
, W.K. and Kupersmith, W.J. (1984), “Principal authenticity and faculty trust”, Planning and Changing, Vol. 15 No. 2, pp. 81-8. 16. Hoy, W.K. and Kupersmith, W.J. (1985), “The meaning and measure of faculty trust”, Educational and Psychological Research, Vol. 5 No. 1, pp. 1-10.
17. Hoy
, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006
)
. Academic optimism of schools: A force for student
achievement
. American Educational Research Journal, 43,
425-446
.
18. Hoy
, W.K. and Tschannen-Moran, M. (1999), “Five faces of trust: an empirical confirmation in urban elementary schools”,
Journal of School Leadership, Vol. 9 No. 3, pp. 184-208. 19. Hoy, W.K. and Tschannen-Moran, M. (2003), “The conceptualization and measurement of faculty trust in schools”, in Hoy, W.K. and Miskel, C.G. (Eds), Studies in Leading and Organizing Schools
, Information Age, Greenwich, CT, pp. 181-207. 20. McGuigan, L. & Hoy, W. K. (2006). Principal Leadership: Creating a Culture of Academic Optimism to Improve Achievement for All Students.
Leadership and Policy in Schools, 5,
203-229
.
21. Rafalides
, M. and Hoy, W.K. (1971), “Student sense of alienation and pupil control orientation of high
schools”, High School Journal, Vol. 55 No. 3, pp. 101-11.
References
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Slide3722. Tschannen-Moran, M. and Hoy, W.K. (2000), “A multidisciplinary analysis of the nature, meaning, and measurement of trust”, Review of Educational Research, Vol. 70 No. 4, pp. 547-93. 23. Tschannen-Moran, M. (2004).
Trust Matters: Leadership for Successful Schools
. San Francisco: Jossey
Bass.24. Wu, H. C., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism: Toward a robust model of school performance in Taiwan.
Journal of Educational Administration, 51, 176-193.Suggested Readings
Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year academic odyssey. Journal of Educational Administration,
51, 176-193.Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student
achievement
.
American Educational Research Journal, 43,
425-446
.
Forsyth, P. A., Adams, C. & Hoy, W. K. (2011).
Collective Trust: Why Schools Cannot Improve Without It
. New York: Columbia TC Press
.
Wu, H. C., Hoy, W. K., & Tarter, C. J. (2013). Enabling school structure, collective responsibility, and a
culture of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational Administration, 51, 176-193.
Wu, J. H. (2013). Academic optimism and collective responsibility: An organizational model of the dynamics of student achievement. Asia Pacific Education Review, 14(3), 419–433.
References
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