Dr. Goddard is a Professor at Texas A&M University and Director of the Education Leadership Research Center. There here also serves as a member of the Council of Principal Investigators in the College of Education and Human Development as well as Co-Director of the Administrative Leadership Institute.
Video Interview of Roger Goddard (three sets of clips)
December 15, 2010
On Efficacy Beliefs:Please introduce us to the notion that there is an important difference between "a bunch of good teachers" working in the same schools as opposed to collective efficacy. On Efficacy Beliefs:How did you come to focus on efficacy beliefs in your work? What was the evolution of your thinking in how this relates to schools? On Efficacy Beliefs:Could you please elaborate on the leap from individual to collective efficacy?On Efficacy Beliefs:How do the efficacy measures you have used take into account leadership?On Efficacy Beliefs:Please connect the context of the task to efficacy measures you have used.On Efficacy Beliefs:Could you please talk about the mechanism by which collective efficacy beliefs affect student achievement?
On Schools' Commitments to Change:What are you noticing as helpful moves in regards to way in which school district utilize data that you are gathering? Who should be at the table?On Schools' Commitments to Change:One thing that the SERP's Internal Coherence work emphasizes is that school change is a developmental process rather than a turnaround event. Your thoughts on that idea?On Schools' Commitments to Change:If you were to walk into a school for a first time and get a sense that there is a high level of internal coherence, what might you be seeing and hearing? What gives you that impression?On Schools' Commitments to Change:Please tell us what the phrase "exercise of agency" means.
On Leadership:Please describe some of your own work on leadership. What is the Balanced Leadership Program?On Leadership:Could you please discuss some of the associated constructs, such as trust, that we do not include in the IC protocol and what they may provide schools?On Leadership:Please comment on the notion of intervening at the instructional task level as well as in leadership practices.
Prior to Texas A&M, Goddard was an Associate Professor of Educational Administration and Policy at the University of Michigan. There he served in many capacities including as a member of the School of Education Executive Committee, a Faculty Affiliate in the Combined Program in Education and Psychology. Goddard was also the coordinator of Michigan's Dual Degree M.A./M.B.A. Program.
Peer reviewed publications:
Scheurich, J., Goddard, R. D., McKenzie, K. Skrla, L., and Youngs, P. (2010). The most important research on urban school reform in the past decade? Educational Researcher, 39(9), 665-667.
Goddard, R. D. & Miller, R. J. (2010). Developing knowledge about the conceptualization, measurement and effects of school leadership. Elementary School Journal, 111(2), 219-225.
Goddard, Y. L., Numerski, C , Goddard, R. D., Salloum, S. & Berebitsky, D. (2010). A multilevel exploratory study of the relationship between teachers' perceptions of principals' instructional support and group norms for instruction in elementary schools. Elementary School Journal, 111(2), 336-357.
Goddard, R.D., Salloum, S. & Berebitsky, D. (2009). Trust as a mediator of the relationships between academic achievement, poverty and minority status: Evidence from Michigan's public elementary schools. Educational
Administration Quarterly, 45(2), 292-311. Superfine, B. & Goddard, R.D. (2009). The expanding role of the courts in educational policy: The preschool remedy and an adequate education. Teachers College Record, 111(7), 1796-1833.
Goddard, R. D. & LoGerfo, L. (2007). Measuring emergent organizational properties: A comparison of the predictive validity and intergroup variability of self vs. group referent perceptions. Educational and Psychological Measurement, 67(5), 845-858.
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896
Goddard, R.D. & Skrla, L. (2006). The influence of school social context on teachers' collective efficacy beliefs. Educational Administration Quarterly, 42(2), 216-235. (January, 2011) P. 3 of 17
Goddard, R. D., LoGerfo, L., & Hoy, W. K. (2004). High school accountability: The role of collective efficacy. Educational Policy, 18(3), 403-425.
Goddard, R.D., Hoy, W.K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13.
Goddard, R. D. (2003). Relational networks, social trust, and norms: A social capital perspective on students' chances of academic success. Educational Evaluation and Policy Analysis, 25(1), 59-74.
Goddard, R. D. (2002). A theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form. Educational and Psychological Measurement, 62(1), 97-110.
Goddard, R.D. (2002). Collective efficacy and school organization: A multilevel analysis of teacher influence in schools. Theory and Research in Educational Administration, 1, 169-184.
Goddard, R.D. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 93(3), 467-476.
Goddard, R. D. & Goddard, Y. L. (2001). A multilevel analysis of the influence of collective efficacy on teacher efficacy. Teaching and Teacher Education, 17, 807-818.
Goddard, R. D., Tschannen-Moran, M., & Hoy, W.K. (2001). Teacher trust in students and parents: A multilevel examination of the distribution and effects of teacher trust in urban elementary schools. Elementary School Journal, 102(1), 3-17.
Goddard, R. D., Hoy, W. K., & Woolfolk, A. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Educational Research Journal, 37(2), 479-507.
Goddard, R. D., Sweetland, S., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement in reading and mathematics: A multilevel analysis. Educational Administration Quarterly, 36(5), 683-702
The Internal Coherence Assessment and Protocol was developed by a team consisting of Richard Elmore, Michelle Forman, Elizabeth Leisy Stosich, and Candice Bocala.
Strategic Education Research Partnership
1100 Connecticut Avenue NW, Suite 1310 • Washington, DC 20036
serpinstitute.org • email@example.com • (202) 223-8555