Full Description
The JROE represents a new forum for advancing, integrating, and challenging the theory and body of evidence surrounding the organization of education. Committed to scientific empiricism, this journal's editors and editorial board seek to coalesce and vitalize decades of theoretical work and research that holds promise for our understanding and improvement of organizations, especially, but not only, schools. The development and testing of a body of middle-range theory is facilitated by the availability of longitudinal and hierarchical analytical techniques, model-building, and experimental simulation research approaches, all potentially signaling a new era of theoretical possibility. Increasingly, a new generation of researchers studying education organization is prepared to exploit the power of these tools. JROE can serve as scaffold for holding more precise empirical evidence and orienting it toward theorybuilding.
Contents
Editorial Introduction: A Theory Renaissance? Patrick B. Forsyth.
Chapter 1. Examining Micro-Macro Organizational Linkages in Accounting for Differences in the Reading Performance of Immigrant and Native-Born Elementary School Children; Ronald H. Heck and Tingting Reid.
Chapter 2. The School District as a Complex Adaptive System: Exploring a Complexity Theory Perspective on Policy; Alan J. Daly, Nienke M. Moolenaar, Nathalie Carrier and Miguel del Fresno.
Chapter 3. The Influence of Collective Efficacy on Mathematics Instruction in Urban Schools; Dan Berebitsky and Serena J. Salloum.
Chapter 4. From the Principal to the Classroom: How High School Teachers' Perceptions of Academic Climate Affect Math Achievement; Stephen Kotok and Sakiko Ikoma.
2018 Call for Manuscripts.
About the Contributors.
