Journal Articles by Liz Gilkey (French)
Purpose: This article describes how trust emerged as an issue in one school district and the pro... more Purpose: This article describes how trust emerged as an issue in one school district and the processes by which central office administrators enhanced trust with its school site leaders.
Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders.
Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue—trust between the central office and its schools—and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators’ response to these actions revealed that trust can be developed at both the relational and organizational leadership levels.
Significance to the Field: The study is significant in illustrating that building trust between the central office and school sites can be an essential step in an underperforming district and can serve as a resource in achieving and sustaining school district reform. It also shows that attending to specific facets of trust can be useful when examining the development of trust between school sites and the district office.
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This article considers the importance of ownership of learning as a key component of college read... more This article considers the importance of ownership of learning as a key component of college readiness. The article is organized around two conceptual models. The first is a four-part model of college readiness that includes key cognitive strategies, key
content knowledge, key learning skills and techniques, and key transition knowledge and skills. The second is a five-part model of ownership of learning that consists of the following elements: motivation and engagement, goal orientation and selfdirection,
self-efficacy and self-confidence, metacognition and self-monitoring, and persistence. Finally, the article concludes with a discussion of the role and importance of ownership of learning and makes the case that these elements can and should be
taught to all students, and particularly in settings where an achievement gap exists.
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Papers by Liz Gilkey (French)
"Purpose: This article describes how trust emerged as an issue in one school district and the pro... more "Purpose: This article describes how trust emerged as an issue in one school district and the processes by which central office administrators enhanced trust with its school
site leaders.
Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders.
Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue—trust between the central office and its schools—and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators’ response to these actions revealed that trust can be developed at both the relational and organizational leadership levels.
Significance to the Field: The study is significant in illustrating that building trust between the central office and school sites can be an essential step in an underperforming
district and can serve as a resource in achieving and sustaining school district reform. It also shows that attending to specific facets of trust can be useful when examining
the development of trust between school sites and the district office."
Bookmarks Related papers MentionsView impact
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Journal Articles by Liz Gilkey (French)
Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders.
Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue—trust between the central office and its schools—and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators’ response to these actions revealed that trust can be developed at both the relational and organizational leadership levels.
Significance to the Field: The study is significant in illustrating that building trust between the central office and school sites can be an essential step in an underperforming district and can serve as a resource in achieving and sustaining school district reform. It also shows that attending to specific facets of trust can be useful when examining the development of trust between school sites and the district office.
content knowledge, key learning skills and techniques, and key transition knowledge and skills. The second is a five-part model of ownership of learning that consists of the following elements: motivation and engagement, goal orientation and selfdirection,
self-efficacy and self-confidence, metacognition and self-monitoring, and persistence. Finally, the article concludes with a discussion of the role and importance of ownership of learning and makes the case that these elements can and should be
taught to all students, and particularly in settings where an achievement gap exists.
Papers by Liz Gilkey (French)
site leaders.
Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders.
Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue—trust between the central office and its schools—and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators’ response to these actions revealed that trust can be developed at both the relational and organizational leadership levels.
Significance to the Field: The study is significant in illustrating that building trust between the central office and school sites can be an essential step in an underperforming
district and can serve as a resource in achieving and sustaining school district reform. It also shows that attending to specific facets of trust can be useful when examining
the development of trust between school sites and the district office."
Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders.
Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue—trust between the central office and its schools—and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators’ response to these actions revealed that trust can be developed at both the relational and organizational leadership levels.
Significance to the Field: The study is significant in illustrating that building trust between the central office and school sites can be an essential step in an underperforming district and can serve as a resource in achieving and sustaining school district reform. It also shows that attending to specific facets of trust can be useful when examining the development of trust between school sites and the district office.
content knowledge, key learning skills and techniques, and key transition knowledge and skills. The second is a five-part model of ownership of learning that consists of the following elements: motivation and engagement, goal orientation and selfdirection,
self-efficacy and self-confidence, metacognition and self-monitoring, and persistence. Finally, the article concludes with a discussion of the role and importance of ownership of learning and makes the case that these elements can and should be
taught to all students, and particularly in settings where an achievement gap exists.
site leaders.
Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders.
Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue—trust between the central office and its schools—and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators’ response to these actions revealed that trust can be developed at both the relational and organizational leadership levels.
Significance to the Field: The study is significant in illustrating that building trust between the central office and school sites can be an essential step in an underperforming
district and can serve as a resource in achieving and sustaining school district reform. It also shows that attending to specific facets of trust can be useful when examining
the development of trust between school sites and the district office."