بررسی نقش فرهنگ خوش‌بینی علمی در توانمندسازی ساختار مدارس ابتدایی شهر تهران

 

Beard, Karen S., Hoy, Wayne K. & Anita Woolfolk Hoy(2009), academic optimism of individual teachers: confirming a new construct, PhD thesis, the Ohio university.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. ًَُEducational Psychologist, 28,2, 117-148.

Bevel, K. Raymona (2010). The effects of academic optimism on student academic achievement in Alabama, A Dissertation  for the degree of Doctor of Education, University of Alabama

Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement.  New York: Russell Sage Foundation.

Goddard, R. D., LoGerfo, L., & Hoy, W. K. (2004). High school accountability: The role Of  collective efficacy. Educational Policy, 18,3,pp 403-425.

Gural, Mehmet & Kerimgil, Seda(2010). Academic Optimism,procedia social & behavioral           sciences,9,pp 929-932.

Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educationl Administration Quarterly, 38,1, 77-93.

Hoy, W., Smith, P. & Sweetland, S. (2001). Organizational health of high schools and dimensions of faculty trust. Journal of School Leadership, 11, 135-150.

Hoy, Wayne K., Tarter, John C. & Anita Woolfolk Hoy (2006). Academic optimism of schools: A force for student achievement, American educational research Journal, 43(3),pp425-446

Kurz , N., Woolfolk Hoy A.& Wayne K. Hoy(2007). Predictors of Academic Optimism: Teachers’ Instructional Beliefs and Professional Commitment, aper to be presented at the annual meeting of the American Educational Research Association, April 13, 2007, Chicago, IL.

Licata, J. W., & Harper, G. W. (2001). Organizational health and robust school vision. Educational Administration Quarterly, 37,1, 5-26.

MacPherson, Kelly &Carol Carter (2009). Academic Optimism: The Possible Benefits Over Current Discipline Policies, Journal of Cross-Disciplinary Perspectives in Education, 2 1,pp59-69.

McGuigan, L.(2005). The role of enabling bureaucracy & academic optimism in academic achievement growth,  the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University

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.

Mishra, A. K. 1993. Breaking down organizational boundaries during crisis: The role of mutual trust. Unpublished working paper, Pennsylvania State University.

Moghar ,Elahe Hejazi, Lavasani, Mas'oud G, Bagherian,  Valiollah & Javad Afshari(2011), Relationship between perceived teacher's academic optimism and English achievement: Role of self-efficacy, procedia Social and Behavioral Sciences 15 , pp 2329–2333.

Pajares, F. (2001). Toward a positive psychology of academic motivation. The Journal of Educational Research, 95,1, 27-35.

Sweetland, S.R. & Hoy, W.K. (2000). School characteristics and educational outcomes: Toward an organizational model of student achievement in middle schools, Educational Administration Quarterly, 36, 703-757.

Tschannen-Moran, M. & Hoy, W. (1998). Trust in schools: A conceptual and empirical  analysis. Journal of Educational Administration, 36,4, 334-353.

Toor, F.Salmaan (2009). Optimism and achievement: A domain-specific and within-constr uct in vestigation, Doctoral Dissertations, University of T ennessee, Knoxville

Wagner, charles . (2009).academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement, a dissertation for the degree of doctor of education, the college of William and mary.

Watts, Donald M.(2009). Enabling schools structure, mindfulness, and teacher empowerment: test of theory, a dissertation for the degree of Doctor of Education in the Department of Education, The University of Alabama