Roger D Goddard
Biographic Data
| ID | 3477289 |
|---|---|
| NAME | Roger D Goddard |
| GIVEN NAMES | Roger D |
| FAMILY NAME | Goddard |
| SIGNATURE | GODDARD R D |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0001-7277-5620 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 251 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Teacher-centered vs. student-centered instruction: Mitigating the socioeconomic achievement gap through differential access and returns
This study employs the theory of differential access and returns to investigate how teacher-centered and student-centered instructional practices influence the socioeconomic mathematics achievement gap among U.S. eighth graders, using 2019 TIMSS data. Through moderation analysis with doubly robust estimation, and a counterfactual Oaxaca-Blinder decomposition, key findings emerge: (1) Both teacher-centered and student-centered practices were equit…
The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations
There is growing consensus about the importance of teacher collaboration. Less clear are the mechanisms by which teacher collaboration can positively impact student achievement. We address this gap by examining two questions using panel data methods. First, does the degree to which teachers collaborate predict future growth in conditions relevant to student learning, including teachers’ instructional practice, instructional climate, and trust rel…
Does the sharing of leadership increase the coherence of a school's instructional framework
Purpose Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional pro…
Development, factor structure, and reliability of the Shared Instructional Leadership Scale in public secondary schools
Shared instructional leadership may support informed decision making on matters of curriculum, instruction, and assessment. Given the various organizational processes and outcomes associated with this construct, it is important to be able to measure the degree to which it exists in schools. In this article we propose the Shared Instructional Leadership Scale and report its reliability and the validity of its factor structure. The scale was design…
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
Principals’ instructional leadership may support the degree to which teachers work together to improve instruction, and together leadership and teacher collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. We found a significant direct effect of leadership on teacher collaboration. Further, leadership and collaboration predicted collective efficacy beliefs. Finally, achievement differences among school…
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction
The purpose of this article is to investigate the relationship between school instructional climate and students’ fifth-grade mathematics and reading achievement, with a particular emphasis on norms for practice consistent with differentiated instruction. Using data from a stratified random sample of Michigan elementary schools, we employed multilevel structural equation modeling to test our hypothesis. Our results confirmed that school norms for…
The Most Important Research on Urban School Reform in the Past Decade
For scholars and policy makers focused on reforming urban schools, Organizing Schools for Improvement: Lessons From Chicago may represent the most important research over the past decade of debate. This book by Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, and John Q. Easton is especially noteworthy because it is urban students whom we educators have most frequently failed in the past. Our failure is even more import…
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Background/Context A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement. Purpose The purpose of this study was to review the literature and empirically test the relationship between a theor…
Measuring Emergent Organizational Properties: A Structural Equation Modeling Test of Self- Versus Group-Referent Perceptions
This article presents a theoretical rationale and empirical evidence regarding the validity of scores obtained from two competing approaches to operationalizing scale items to measure emergent organizational properties. The authors consider whether items in scales intended to measure organizational properties should prompt survey takers to provide self- or group-referent responses. To achieve this, the general question of how items should be word…
Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions
This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each…
Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students’ Chances of Academic Success
This study elaborates a theoretical rationale for relational networks, norms, and trust as structural and functional forms of social capital that can facilitate student achievement. The results of hierarchical generalized linear modeling show that 4th-grade students’ odds of passing state-mandated mathematics and writing assessments are modestly increased in urban schools characterized by high levels of social capital. The results suggest the nee…
A Theoretical and Empirical Analysis of the Measurement of Collective Efficacy: The Development of a Short Form
The present study reports on the development of a 12-item Likert-type measure of collective efficacy in schools. Designed to assess the extent to which a faculty believes in its conjoint capability to positively influence student learning, the scale is based on a social cognitive model that posits perceptions of collective efficacy develop from the cognitive processing of group members. Faculty perceptions of group competence and the level of dif…
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
In this article we develop the theoretical argument that teacher trust in students and parents is critical to school success. Next, using survey data collected on 452 teachers and data on achievement in reading and mathematics and on socioeconomic status of 2,536 fourth-grade students in 47 urban elementary schools, we show that trust varied greatly among the elementary schools and that this variation was strongly related to differences among sch…
A multilevel analysis of the relationship between teacher and collective efficacy in urban schools
Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement
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 wa…
Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement
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 wa…
Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions
This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each…
A multilevel analysis of the relationship between teacher and collective efficacy in urban schools
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
Principals’ instructional leadership may support the degree to which teachers work together to improve instruction, and together leadership and teacher collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. We found a significant direct effect of leadership on teacher collaboration. Further, leadership and collaboration predicted collective efficacy beliefs. Finally, achievement differences among school…
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction
The purpose of this article is to investigate the relationship between school instructional climate and students’ fifth-grade mathematics and reading achievement, with a particular emphasis on norms for practice consistent with differentiated instruction. Using data from a stratified random sample of Michigan elementary schools, we employed multilevel structural equation modeling to test our hypothesis. Our results confirmed that school norms for…
Collective Teacher Efficacy: Its Meaning, Measure, and Impact on Student Achievement
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 wa…
A Multilevel Examination of the Distribution and Effects of Teacher Trust in Students and Parents in Urban Elementary Schools
In this article we develop the theoretical argument that teacher trust in students and parents is critical to school success. Next, using survey data collected on 452 teachers and data on achievement in reading and mathematics and on socioeconomic status of 2,536 fourth-grade students in 47 urban elementary schools, we show that trust varied greatly among the elementary schools and that this variation was strongly related to differences among sch…
A multilevel analysis of the relationship between teacher and collective efficacy in urban schools
A Theoretical and Empirical Analysis of the Measurement of Collective Efficacy: The Development of a Short Form
The present study reports on the development of a 12-item Likert-type measure of collective efficacy in schools. Designed to assess the extent to which a faculty believes in its conjoint capability to positively influence student learning, the scale is based on a social cognitive model that posits perceptions of collective efficacy develop from the cognitive processing of group members. Faculty perceptions of group competence and the level of dif…
Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students’ Chances of Academic Success
This study elaborates a theoretical rationale for relational networks, norms, and trust as structural and functional forms of social capital that can facilitate student achievement. The results of hierarchical generalized linear modeling show that 4th-grade students’ odds of passing state-mandated mathematics and writing assessments are modestly increased in urban schools characterized by high levels of social capital. The results suggest the nee…
Collective Efficacy Beliefs: Theoretical Developments, Empirical Evidence, and Future Directions
This analysis synthesizes existing research to discuss how teachers’ practice and student learning are affected by perceptions of collective efficacy. Social cognitive theory is employed to explain that the choices teachers make—the ways in which they exercise personal agency—are strongly influenced by collective efficacy beliefs. Although empirically related, teacher and collective efficacy perceptions are theoretically distinct constructs, each…
A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools
Background/Context A review of the literature demonstrates that schools are frequently called upon to improve by developing high levels of teacher collaboration. At the same time, there is a paucity of research investigating the extent to which teachers’ collaborative school improvement practices are related to student achievement. Purpose The purpose of this study was to review the literature and empirically test the relationship between a theor…
Measuring Emergent Organizational Properties: A Structural Equation Modeling Test of Self- Versus Group-Referent Perceptions
This article presents a theoretical rationale and empirical evidence regarding the validity of scores obtained from two competing approaches to operationalizing scale items to measure emergent organizational properties. The authors consider whether items in scales intended to measure organizational properties should prompt survey takers to provide self- or group-referent responses. To achieve this, the general question of how items should be word…
The Most Important Research on Urban School Reform in the Past Decade
For scholars and policy makers focused on reforming urban schools, Organizing Schools for Improvement: Lessons From Chicago may represent the most important research over the past decade of debate. This book by Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, Stuart Luppescu, and John Q. Easton is especially noteworthy because it is urban students whom we educators have most frequently failed in the past. Our failure is even more import…
A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning
Principals’ instructional leadership may support the degree to which teachers work together to improve instruction, and together leadership and teacher collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. We found a significant direct effect of leadership on teacher collaboration. Further, leadership and collaboration predicted collective efficacy beliefs. Finally, achievement differences among school…
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction
The purpose of this article is to investigate the relationship between school instructional climate and students’ fifth-grade mathematics and reading achievement, with a particular emphasis on norms for practice consistent with differentiated instruction. Using data from a stratified random sample of Michigan elementary schools, we employed multilevel structural equation modeling to test our hypothesis. Our results confirmed that school norms for…
Development, factor structure, and reliability of the Shared Instructional Leadership Scale in public secondary schools
Shared instructional leadership may support informed decision making on matters of curriculum, instruction, and assessment. Given the various organizational processes and outcomes associated with this construct, it is important to be able to measure the degree to which it exists in schools. In this article we propose the Shared Instructional Leadership Scale and report its reliability and the validity of its factor structure. The scale was design…
Does the sharing of leadership increase the coherence of a school's instructional framework
Purpose Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide processes focused on instructional improvement and the coherence characterizing a school's instructional pro…
The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations
There is growing consensus about the importance of teacher collaboration. Less clear are the mechanisms by which teacher collaboration can positively impact student achievement. We address this gap by examining two questions using panel data methods. First, does the degree to which teachers collaborate predict future growth in conditions relevant to student learning, including teachers’ instructional practice, instructional climate, and trust rel…
Teacher-centered vs. student-centered instruction: Mitigating the socioeconomic achievement gap through differential access and returns
This study employs the theory of differential access and returns to investigate how teacher-centered and student-centered instructional practices influence the socioeconomic mathematics achievement gap among U.S. eighth graders, using 2019 TIMSS data. Through moderation analysis with doubly robust estimation, and a counterfactual Oaxaca-Blinder decomposition, key findings emerge: (1) Both teacher-centered and student-centered practices were equit…
Psychology (14 works) · Mathematics education (11 works) · Teacher Education and Leadership Studies (11 works) · Social Psychology (8 works) · Sociology (8 works) · Parental Involvement in Education (7 works) · Academic achievement (6 works) · Pedagogy (6 works) · School Choice and Performance (6 works) · Collective efficacy (5 works)