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
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.
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