Publications and Papers
Books and Book Chapters |
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Journal Articles |
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Research Reports |
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Selected Research Papers |
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006, April). Academic optimism of schools and student achievement. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
DiPaola, M., & Hoy, W. K. (2003, November). Organizational citizenship behavior and student achievement. Paper presented at the annual meeting of the University Council for Educational Administration, Portland, WA.
Goddard, R., Hoy, W. K., & LoGerfo, L. F. (2003, April). Collective efficacy: Pathway to student achievement. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Hoy, W. K. (2002, October). Healthy and open school climates. A paper presented at the College of William and Mary, Williamsburg, VA.
Hoy, W. K. (2002, July). The many faces of organizational trust in schools. A paper presented at the National Academy of School Superintendents, Columbus, OH.
Smith, P. A., Hoy, W. K. & Sweetland, S. R. (2002, April). Collective efficacy and achievement in rural schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Goddard, R., Tschannen-Moran, M, & Hoy, W. K. (2001, April). Collective efficacy, and trust in students and parents in urban schools. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
DiPaola, M., & Hoy, W. K. (2001, April). Conflict & change: Positive dimensions of school leadership. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Hoy,
W. K. (2000, April). A love of learning, a passion for precision, a life of
leadership: Four decades of scholarship and service. Paper presented at the
annual meeting of the American Educational Research Association, New Orleans,
LA.
Nestor-Baker, N., & Hoy, W. K. (2000, April). Tacit knowledge of school superintendents: Its nature, meaning, and content. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Goddard,
R. D., Sweetland, S. R., & Hoy, W. K. (2000, April). Academic emphasis and
student achievement in urban elementary schools. Paper presented at the annual
meeting of the American Educational Research Association, New Orleans, LA.
Sweetland,
S. R., & Hoy, W. K. (2000, April). School
climate, teacher empowerment, and the consequences of empowerment. Paper presented at
the annual meeting of the American Educational Research Association, New
Orleans, LA.
Hoy,
W. K. (1999, July). School Climate and Trust. National Academy for
Superintendents, The Ohio State University, Columbus, OH.
Goddard,
R. & Hoy, W. K. (1999, April). The effects of collective efficacy on
student achievement in urban elementary school. Paper presented at the
annual meeting of the American Educational Research Association, Chicago, IL.
Miller, D., & Hoy, W. K. (1998, April). A “post-modern perspective” on the culture of middle schools: An exploratory analysis. A paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Tschannen-Moran, M., & Hoy, W. K. (1997, March). Trust: A conceptual and empirical analysis. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Hoy, W. K., & Barnes, K. (1997, March). The organizational health of middle schools: The concept and its measure. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Hoy, W. K., Hannum, J., & Sabo, Dennis. (1996, April). Organizational health and student achievement and in middle schools. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Hoy, W. K. (1996, February). A model of shared decision making. National Institute of Education, Nanyang Technical Institute, Singapore.
Hoy, W. K. (1995, July). Leadership for tomorrow’s schools: A participatory model. National Academy for Superintendents, The Ohio State University, Columbus, OH.
Hoy, W. K. (1994, February). Organizational school climate: Dimensions of school health. Paper presented at Institute for the Development of Effective Administration,” University of Wisconsin-Milwaukee.
Hoy, W. K. (1992, July). Open and healthy urban schools. Paper presented at the Urban School Leadership Institute, Center for Urban Educational Research and Development, Chicago.
Hoy, W. K., & Tarter, C. J. (1992, February). Trust: A key to effective leadership. Paper presented at the Eastern Educational Research Association Meeting, Hilton Head South Carolina
Hoy, W. K., Tarter, C. J., & Podgurski, T. (1990, April). Organizational health inventory for elementary schools: Development of an instrument. Paper presented at the annual meeting of the American Educational Research Association.
Hoy, W. K. (October, 1990). Organizational climate and health: Their nature and meaning. Paper presented at Educational Administration and Leadership Institute," Marquette University, Milwaukee, WI.
Hoy, W. K. (January, 1990). The conceptualization and measurement of organizational climate. Paper presented at The Academy for the Advancement of Teaching and Management, NJ.
Hoy, W. K., & Woolfolk, A. (March, 1990). School health and teacher efficacy. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Woolfolk, A., Roseoff, B., & Hoy, W. K. (March, 1989). Efficacy beliefs and motivational orientations of teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Hoy, W. K., & Woolfolk, A. (March, 1989). Socialization of student teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Hoy, W. K., & Tarter, C. J. (March, 1989). Organizational predictors of faculty trust. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Hoy, W. K., & Tarter, C. J. (March, 1988). School health and faculty trust. Paper presented at the annual meeting of the American Educational Research Association.
Hoy, W. K., & Woolfolk, A. (March, 1988). Efficacy beliefs and control orientations of prospective teachers. Paper presented at the annual meeting of the American Educational Research Association.
Hoy, W. K. (May, 1988). Operationalizing the organizational health of schools. Invited paper presented at the University of Alberta, Edmonton, Canada.
Hoy, W. K., & Brown, B. (April, 1986). Leadership of principals, personal characteristics of teachers, and professional zone of acceptance of elementary teachers. Paper presented the annual meeting of the American Educational Research Association.
Hoy, W. K. (April, 1986). The nature of organizational health. Paper presented at the Graduate Student Seminar sponsored by National Institute of Education, Chicago.
Hoy, W. K. (October, 1985). A model of effectiveness for improving schooling. Paper presented at McGill University, Eminent Educators Seminar Series, Montreal, Canada.
Hoy, W. K., & Kupersmith, W. (April, 1984). The concept of trust: An empirical assessment. Paper presented at the annual meeting of the American Educational Research Association.
Sousa, D., & Hoy, W. K. (April, 1983). Delegation of decision making: The development and test of a measure. Paper presented a the annual meeting of the American Educational Research Association.,
Hoy, W. K., and Henderson, J. (March, 1982). Leader authenticity: The development and test of an operational measure. Paper presented at the annual meeting of the American Educational Research Association, New York.
Henderson, J., & Hoy, W. K. (March, 1982). Principal authenticity, school climate, and pupil-control orientation. Paper presented at the annual meeting of the American Education Research Association, New York.
Hoy, W. K. (March, 1981). Administrative theory in education. Distinguished Lecture Series, Institute for Educational Administration, Melbourne, Australia .
Hoy, W. K. (March, 1981). The school and pupil control. Paper presented at the University of Melbourne, Melbourne, Australia.
Hoy, W. K. (March, 1981). A differentiated model of supervision. Paper presented to Australia Administrators, Mildura, Australia.
Hoy, W. K. (April, 1980). Organizational structure and alienation from work. Paper presented at the annual meeting of the American Educational Research Association.
Hoy, W. K. (March, 1971). Pupil control ideology : A rationale. Paper at the annual meeting of the Association for the Education of Teachers in Science, Washington D. C., W. K. (April, 1980).
Tuckman, B., Foreman, N., & Hoy, W. K. (September, 1971). Teacher innovativeness: A function of teacher personality and school environment. Paper presented at the annual meeting of the American Psychological Association.
Hoy, W. K., & Blankenship, J. W. (February, 1969). A comparison of ideological orientations and personality characteristics of innovative and non-innovative high school biology teachers. Paper presented at the National Association of Research and Science Teachers Meeting, Pasadena, California.
Hoy, W. K., & Blankenship, J. W. (February, 1967). An analysis of the relationship between open- and closed-mindedness and the capacity for independent thought and action. Paper presented at the annual meeting of the National Association of Research and Science Teachers.
Hoy, W. K. (February, 1966). Dogmatism and pupil ideology of public school professional personnel. Paper presented at the annual meeting of the American Educational Research Association Meeting.
UP
Hoy, W. K. (1971). An investigation of the relationships between characteristics of secondary schools and student alienation. Final report, 160pp. (Grant No. EOG-2-700011-5090). Data are reported and analyzed from nearly 3,000 teachers and administrators and from more than 8,500 students in New Jersey high schools.
Hoy,
W. K. (19 ). Machiavellianism in
the school setting: Teacher-principal relations. Final report, 113 pp. Data
are reported and analyzed from 80
elementary and secondary principals and from more than 1200
teacher in 80 schools in New Jersey schools.
UP
Books
Hoy, A. W. & Hoy, W. K. (2006). Instructional leadership: A learning-centered guide, 2nd edition. Boston: Allyn & Bacon.
Hoy, W. K. & Miskel, C. J. (2005). Educational administration: Theory, research, and Practice, 7th edition. New York: McGraw-Hill.
Hoy, W. K., & Tarter, C. J. (2004). Administrators solving the problems of practice: Decision-making cases, concepts, and consequences, 2nd edition. Boston: Allyn & Bacon.
Hoy, A. W. & Hoy, W. K. (2003). Instructional leadership: A learning-centered guide. Boston: Allyn & Bacon.
Hoy, W. K. & Miskel, C. J. (2001). Educational administration: Theory, research, and Practice, 6th edition. New York: McGraw-Hill.
Hoy, W. K., & Sabo, D. J. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin Press.
Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change, Secondary Edition. Thousand Oaks, CA: Corwin Press.
Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change, Elementary Edition. Thousand Oaks, CA: Corwin Press.
Hoy, W. K. & Miskel, C. J. (1996). Educational administration: Theory, research, and Practice, 5th edition. New York: McGraw-Hill.
Hoy, W. K., & Tarter, C. J. (1995). Administrators solving the problems of practice: Decision-making cases, concepts, and consequences. Boston: Allyn & Bacon.
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Beverly Hills, CA: Sage.
Hoy, W. K., & Miskel, C. J. (1991). Educational administration: Theory, research, and Practice, 4th edition. New York: McGraw-Hill.
Hoy, W. K., & Miskel, C. J. (1987). Educational administration: Theory, research, and Practice, 3rd edition. New York: Random House.
Hoy, W. K., & Forsyth, P. (1986). Effective supervision: Theory into practice. New York: Random House.
Hoy, W. K., & Miskel, C. J. (1982). Educational administration: Theory, research, and Practice, 2nd edition. New York: Random House.
Hoy, W. K., & Miskel, C. J. (1978). Educational administration: Theory, research, and Practice. New York: Random House.
Willower, D. J., Eidell, T. L., & Hoy, W. K. (1967). The school and pupil control ideology. University Park, Pa.: Penn State Press, Monograph No. 24.
Edited Books
Hoy, W. K. & Miskel, C. G. (2006). Contemporary Issues in Educational Policy and School Outcomes. Greenwich, CT: Information Age.
Hoy, W. K. Miskel, C. G. (2005). Educational Leadership and Reform. Greenwich, CT: Information Age.
Hoy, W. K. & Miskel, C. G. (2004). Educational organizations, policy and reform: Research and measurement. Greenwich, CT: Information Age.
Hoy, W. K. & Miskel, C. G. (2003). Studies in leading and organizing schools. Greenwich, CT: Information Age.
Hoy, W. K. & Miskel, C. G. (2002). Theory and research in educational administration. Greenwich, CT: Information Age.
Hoy, W. K. (1997) Case series in educational administration. Boston: Allyn & Bacon.
Hoy, W. K., Astuto, T., & Forsyth, P. B. (1994). Educational administration: The UCEA document base. New York: McGraw Hill.
Book
Chapters
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism in schools. In Wayne K. Hoy & Cecil Miskel (Eds.) Educational Leadership and Reform (pp. 135-156).
Alig-Mielcarek, J. & Hoy, W. K. (2005). Instructional leadership: Its nature, meaning, and influence. In Wayne K. Hoy & Cecil Miskel (Eds.) Educational Leadership and Reform (pp. 29-54).
DiPaola, M. F., Tarter, C. J., & Hoy, W. K. (2005). Measuring organizational citizenship: The OCB Scale. In Wayne K. Hoy & Cecil Miskel (Eds.) Educational Leadership and Reform (pp. 319-342).
Hoy, W. K., Gage, Q. C., & Tarter, C. J. (2004). Theoretical and empirical foundations of mindful schools. In Wayne K. Hoy & Cecil Miskel (Eds.) Educational Organizations, Policy and Reform: Research and Measurement (pp. 305-335).
Hoy, Wayne K. (2003) School Climate. In James Guthrie (Ed.). Encyclopedia of Education,
2nd edition.
Hoy, W. K. & Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools. In Wayne K. Hoy & Cecil Miskel (Eds.). Studies in leading and organizing schools (pp. 181-207).
Hoy, W. K., Smith, P. A., & Sweetland, S. R. (2002). A test of a model of school achievement in middle schools: The significance of collective efficacy. In Wayne K. Hoy & Cecil Miskel (Eds.). Theory and research in educational administration (pp. 185-202).
Hoy, W. K., & Feldman, J. (1999). Organizational health profiles for high schools. In J. Freiberg (Ed.). School climate: Measuring, sustaining, and improving. Falmer Press.
Hoy, W. K. (1994). Essential elements of school administration: An overview,” In W. K. Hoy T. Astuto, & P. Forsyth (Eds.), Educational administration: The UCEA document base. New York: McGraw Hill.
Hoy, W. K., & Ferguson, J. (1989). A theoretical framework and exploration of effectiveness in schools. In J. L. Burdin (Ed.). School leadership: A contemporary reader. Beverly Hills, CA: Sage.
Hoy, W. K., & Woolfolk, A. (1988). Supervising student teaching. In A. Woolfolk (Ed.). Research perspectives of graduate preparation of teachers. Englewood Cliffs: Prentice-Hall.
Hoy, W. K., & Hartley, M. (1975). Openness of school climate and alienation of high school students. In D. Harlow and J. Hanker (Eds.). Behavior in organizations. Boston: Little Brown and Co.
Hoy, W. K. (1974). Pupil control ideology and organizational socialization: The influence of experience on the beginning teacher. In A. Morrison and D. McIntyre (Eds.). The social psychology of teaching. Middles, England: Penguin Books.
Hoy, W. K. (1972). Pupil control ideology and organizational socialization: The influence of experience on the beginning teacher. In Donald E. Edgar (ed.). The competent teacher. Sydney, Australia: Angus and Robertson
Hoy, W. K. (1971). Openness in the organizational climate of humanistic and custodial elementary schools. In M. Hilton & R. T. Hymen (Eds.). Change and innovation. New York: Holt, Rinehart and Winston.
Hoy, W. K. (1970). The influence of experience on the beginning teacher. In M. W. Miles & W. W. Charters, Jr. (Eds.). Learning in social settings: New readings in the social psychology of education. Boston: Allyn and Bacon.
Willower, D. J., Eidell, T. L., & Hoy, W. K. (1968). The counselor and the school as a social organization. In J. C. Hansen & S. H. Cramer (Eds.) Group guidance and counseling in the schools. New York: Appleton- Century Croft. W. K. (1970).
UP
Articles in Refereed Journals
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (in press). Academic optimism: A force for school achievement. American Educational Research Journal.
McGuigan, L. & Hoy, W. K. (in press). Principal leadership: Creating a culture of academic optimism to improve achievment for all students. Leadership and policy in schools.
Hoy, W. K. & Tarter, C, J. (2006). School mindfulness and faculty trust: Necessary conditions for each other? Educational Administration Quarterly, 42, 236-255.
DiPaola, M., & Hoy, W. K. (2005). Organizational properties that foster organizational citizenship. Journal of School Leadership, 15, 391-410..
Cybulski, T., Hoy, W. K., & Sweetland, S. R. (2005). The roles of collective efficacy of teachers and fiscal efficiency in school achievement. The Journal of Educational Administration, 43, 236-255.
Geist, G., & Hoy, W. K. Cultivating a culture of trust: Enabling school structure, teacher professionalism, and academic press. Leading and Managing, 10, 1-18.
Tarter, C. J., & Hoy, W. K. (2004). A systems approach to quality in elementary schools: A theoretical and empirical analysis. Journal of Educational Administration, 42, 539-554.
Sinden, J. E., Hoy, W.K., & Sweetland, S. R. (2004). An analysis of enabling school structure: Theoretical, empirical, and research considerations. Journal of Educational Administration, 42, 462-478.
Goddard, R. G., LoGerfo, L. & Hoy, W. K. (2004). High school accountability: The role of collective efficacy. Educational Policy, 18 (30), 403-425.
Goddard, R. G., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy: Theoretical development, empirical evidence, and future directions. Educational Researcher, 33, 3-13.
Hoy, W. K. & Tarter, C. J. (2004). Organizational justice in schools: No justice without trust.
International Journal of Educational Management, 18, 250-259.
Smith, P. A., & Hoy, W. K. (2004). Teachers’ Perceptions of Student bullying: A conceptual
and empirical analysis. Journal of School Leadership. 4, 308-326.
DiPaola, M., & Hoy, W. K. (2004). Organizational citizenship of faculty and student achievement. The High School Journal,
Sinden, J., Hoy, W. K., & Sweetland, S. R. (2004). Enabling school structures: Principal
leadership and organizational commitment of teachers. Journal of School Leadership, 14, 195-210.
Hoy, W. K. (2003). An analysis of enabling and mindful school structures: Some theoretical, research, and practical consideration. Journal of Educational Administration, 41, 87-108.
Hoy, W, K., Smith, P. A., & Sweetland, S, R, (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86, (2), 38-49.
Hoy, W. K. (2002). Faculty trust: A key to student achievement. Journal of School Public Relations, 23, (2), 88-103.
Hoy, W. K., Sweetland, S. R., & Smith, P. A. (2002). Toward an organizational model of achievement in high schools: The significance of collective efficacy. Educational Administration Quarterly, 38, 77-93.
Hoy, W. K. (2001). The pupil control studies: A historical, theoretical, and empirical analysis. Journal of Educational Administration, 39, 424-441.
DiPaola, M., & Hoy, W. K. (2001). Formalization, conflict, and change: Constructive and destructive consequences in schools. International Journal of Educational Management, 15, 238-244.
Hoy,
W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning
and nature of enabling school structure. Educational Administration Quarterly,
37, 296-321.
Tschannen-Moran,
M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature,
meaning, and measurement of trust. Review of Educational Research, 70,
547-593.
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, 3-18.
Sweetland, S. R., & Hoy, W. K. (2001). Varnishing the truth: Principals and teachers spinning reality. Journal of Educational Administration,39, 282-293.
Smith,
P. A, Hoy, W. K., & Sweetland, S. R. (2001). Organizational health of high
schools and dimensions of faculty trust. Journal of School Leadership, 12,
135-150.
Nestor-Baker,
N., & Hoy, W. K. (2001). Tacit knowledge of school superintendents:
Goddard, R. D., Hoy, Wayne K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-508.
Goddard, R. D., Sweetland S. R., & Hoy, W. K. (2000). Academic emphasis of urban elementary schools and student achievement: A multi-level analysis. Educational Administration Quarterly, 36, 683-702.
Sweetland, S. R., & Hoy, W. K. (2000). School climate, teacher empowerment, and
effectiveness. Educational Administration Quarterly, 36, 703-729.
Hoy,
W. K., & Sweetland, S. R. (2000). Bureaucracies that work: Enabling not
coercive. Journal of School Leadership, 10, 525-541.
Miller, D. M. & Hoy, W. K. (2000), A culture of openness: Toward a model of middle school effectiveness. Research in Middle Level Education, 23, 49-64.
Tschannen-Moran, M., Firestone, W., Hoy, W. K., & Johnson, S. M. (2000). Educational Administration Quarterly, 34, 340-358.
Hoy,
W. K. & Tschannen-Moran, M. (1999). Five faces of trust: An empirical
confirmation in urban elementary schools. Journal of School Leadership, 9,
184-208.
Hoy,
W. K., Hannum, J, & Tschannen-Moran, M. (1998). Organizational climate and
student achievement: A parsimonious and longitudinal view. Journal of School
Leadership, 8, July, 336-359.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998).Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 2, 202-248
Tschannen-Moran, M., & Hoy, W. K. (1998). Trust in schools: a conceptual analysis. Journal of Educational Administration,36, 4, 334-352.
Tarter,
C. J., & Hoy, W. K. (1998). A contingency theory of decision making,” Journal
of Educational Administration 36, 3, 212-228.
Hoy, W. K. (1998). Essay review: Self-efficacy: The exercise of control. Educational Administration Quarterly, 34,1,153-158.
Reiss, F., & Hoy, W. K. (1998). Faculty loyalty: An important but neglected concept in the study of schools, Journal of School Leadership, 8, 4-21.
Hoy, W. K., Hannum, J., & Tschannen-Moran, M. (1998). Organizational climate and student achievement: A parsimonious and longitudinal view, Journal of School Leadership, 8, 1-22
Hoy,
W. K., & Hannum, J. (1997). Middle school climate: An empirical assessment
of organizational health and student achievement. Educational Administration
Quarterly, 33, 290-311.
Hoy, W. K. (1997). A few quibbles with Denison,” The Academy of Management Review.
Hoy, W. K. (1996). Science and theory in the practice of educational administration: A pragmatic perspective. Educational Administration Quarterly, 32, 366-378.
Sabo, D., Barnes, K., & Hoy, W. K. (1996). Organizational health and decision participation: An empirical analysis of healthy interpersonal dynamics and teacher participation,” Journal of School Leadership, 6, 576-599.
Hoy, W. K., Barnes, K., & Sabo, D. (1996). Organizational health and faculty trust: A view from the middle level,” Research in Middle Level Education Quarterly, (Spring), 19-38.
Hoy, W. K., Hoffman, J., Sabo, D., & Bliss, J. (1996). The organizational climate of middle schools: The development and test of the OCDQ-RM,” Journal of Educational Administration, 34, 41-59.
Tarter, C. J., Sabo, D., & Hoy, W. K. (1995). Middle school climate, faculty trust, and effectiveness. Journal of Research and Development in Education, 29, 41-49.
Hoffman, J. D., Sabo, D., Bliss, J., & Hoy, W. K. (1994). Building a culture of trust. Journal of School Leadership, 3, 484-501.
Hoy, W. K. (1994). Foundations of educational administration: Traditional and emerging perspectives. Educational Administration Quarterly, 30, 178-198.
DiPaola, M. F., & Hoy, W. K. (1994). Teacher militancy: A professional check on bureaucracy. The Journal of Research and Development in Education, 27, 78-82.
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organizational health of schools. Elementary School Journal, 93(4), 355-372.
Hoy, W. K., & Tarter, C. J. (1993). A normative model of shared decision making. Journal of Educational Administration, 31, 4-19.
Hoy, W. K., & Tartar, C . J. (1993). Crafting strategies, not contriving solutions: A response to Downey and Knight's observations on shared decision making. Canadian Administration, 32, 1-6.
Hoy, W. K., Tarter, C. J., & Wiskowskie, L. (1992). Faculty trust in colleagues: Linking the principal with school effectiveness. Journal of Research and Development in Education, 26(1), 38-58.
Hoy, W. K., & Tarter, C. J. (1992). Collaborative decision making: Empowering teachers. Canadian Administration, 32, 1-9.
Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27(2), 279-300.
Hoy, W. K., Tarter, C. J., & Bliss, J. (1990). Organizational climate, school health, and effectiveness," Educational Administration Quarterly, 26, 260-279.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.
Hoy, W. K. (1990). Organizational climate and culture: A conceptual analysis of the school workplace. Journal of Educational and Psychological Consultation, 1, 149-168.
Woolfolk, A. E., Roseoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6(2), 137-148.
Tarter, C. J., Hoy, W. K., & Kottkamp, R. (1990). School health and organizational commitment. Journal of Research and Development in Education, 23, 236-243.
Tarter, C. J., Hoy, W. K., & Bliss, J. R. (1989). Principal leadership and organizational commitment: The principal must deliver. Planning and Changing,20, 131-140.
Tarter, C. J., & Bliss, J. R., & Hoy, W. K. (1989). School characteristics and faculty trust in secondary schools. Educational Administration Quarterly, 25, 294-308.
Tarter, C. J., & Hoy, W. K. (1988). The context of trust: Teachers and the principal. High School Journal, 72, 17-24.
Hoy, W. K., & Brown, B. L. (1988). Leadership behavior of principals and the zone of acceptance of elementary teachers. Journal of Educational Administration, 26, 23-39.
Hoy, W. K., & Forsyth, P. B. (1987). Beyond clinical supervision: A classroom performance model. Planning and Changing, 18, 211-23.
Kottkamp, R. B., Mulhern, J. A., & Hoy, W. K. (1987). Secondary school climate: A revision of the OCDQ. Educational Administration Quarterly, 23, 31-48.
Hoy, W. K., & Feldman, J. (1987). Organizational health: The concept and its measure. Journal of Research and Development in Education, 20, 30-38.
Hoy, W. K., & Clover, S. I. R. (1986). Elementary school climate: A revision of the OCDQ. Educational Administration Quarterly, 22, 93-110.
Hoy, W. K., & Ferguson, J. (1985). A theoretical framework and exploration of organizational effectiveness in schools. Educational Administration Quarterly, 21, 117-134.
Hoy, W. K., & Kupersmith. (1985). The meaning and measure of faculty trust. Educational and Psychological Research, 5, 1-10.
Hoy, W. K., & Sousa, D. (1984). Delegation: The neglected aspect of participation in decision making. Alberta Journal of Educational Research, 30, 320-331.
Hoy,
W. K., & Kupersmith, W. J. (1984). Principal authenticity and faculty trust.
Planning and Changing, (1984), 81-88.
Hoy, W. K., & Sousa, D. (1984). Delegation: The neglected aspect of participation in decision making. Alberta Journal of Educational Research, 30, 320-331.
Hoy, W. K., Blazovsky, R., & Newland, W. (1983). Bureaucracy and alienation: A comparative analysis. The Journal of Educational Administration, 21, 109-120.
Zielinski, A. E., & Hoy, W. K. (1983). Isolation and alienation in elementary schools. Educational Administration Quarterly, 19, 27-45.
Henderson,
J. E., & Hoy, W. K. (1983).
Leader authenticity: The
development and test of an operational measure.
Educational and Psychological Research, 2, 123-130.
Hoy, W. K., & Henderson, J. E. (1983). Principal authenticity, school climate, and pupil-control orientation. Alberta Journal of Educational Research, 2, 123-130.
Hoy, W. K. (1982). Recent developments in theory and research in educational administration. Educational Administration Quarterly, 18, 1-10.
Hoy, W. K. (1982). Theory and Thought in Educational Administration. Educational Administration Quarterly, Editor, Special Issue sponsored jointly by AERA &EAQ.
Sousa, D. A., & Hoy, W. K. (1981). Bureaucratic structure in schools: A refinement and synthesis in measurement. Educational Administration Quarterly, 17, 21-40.
Jalovick, J. M., &Hoy, W. K. (1981). The development and test of an operational measure for attitudes toward open education. Educational and Psychological Research,1, 67-77.
Hoy, W. K., & Jalovick, J. M. (1979). Open education and pupil control ideologies of teachers. Journal of Educational Research, 40, (September/October).
Forsyth, P. B., & Hoy, W. K. (1978). Isolation and alienation in educational organizations. Educational Administration Quarterly, 14, 80-96.
Hoy, W. K. (1978). Scientific research in educational administration. Educational Administration Quarterly, 14, 1-12.
Hoy, W. K., Tarter, C. J., & Forsyth, C. J. (1978). Administrative behavior and subordinate loyalty: An empirical assessment. Journal of Educational Administration, 14 (Winter).
Ganz, H. J., & Hoy, W. K. (1977). Patterns of succession of elementary principals and organizational change. Planning and Changing, 8, 185-96.
Diebert, J. P., & Hoy, W. K. (1977). Custodial high schools and self-actualization of students. Educational Research Quarterly, 2, 24-31.
Hoy, W. K., & Rees, R. (1977). The bureaucratic socialization of student teachers. Journal of Teacher Education, 28, 23-26.
Hoy, W. K., Newland, W., & Blazovsky, R. (1977). Subordinate loyalty to superior, esprit, and aspects of bureaucratic structure. Educational Administration Quarterly, 13, 71-85.
Nachtscheim, N., & Hoy, W. K. (1976). Authoritarian personality and control ideologies of teachers. The Alberta Journal of Educational Research, 22 (June, 1976).
Kunz, D., & Hoy, W. K. (1976). Leader behavior of principals and the zone of acceptance of teachers. Educational Administration Quarterly, 12, 49-64.
Kuhlman, E., & Hoy, W. K. (1974). The Socialization of Professionals into Bureaucracies: The Beginning Teacher in the School. Journal of Educational Administration, 8, 18-27.
Bean, S., & Hoy, W. K. (1974). Pupil control ideology of teachers and instructional climate in the classroom. The High School Journal , 63, (November).
Hoy,
W. K., & Rees, R. (1974). Subordinate loyalty to immediate superior: A
neglected concept in the study of educational administration.
Sociology of Education, 47, 268-286.
Isherwood,
G., & Hoy, W. K. (1973). Bureaucracy, powerlessness, and teacher work
values. Journal of Educational
Administration, 9, 124-138.
Hoy, W. K., & Aho, F. (1973). Patterns of succession of high school principals and organizational change. Planning and Changing, 2, 82-88.
Hoy,
W. K. (1972). Dimensions of student alienation and characteristics of
public high schools. Interchange,
3, 38-51.
Isherwood, G., & Hoy, W. K. (1973). Bureaucracy reconsidered. The Journal of Experimental Education, 41 (fall).
Hoy, W. K. (1972). Some further notes on the OCDQ. The Journal of Educational Administration, 10, ( May).
Hoy, W. K. (1972). A comparison of the ideological orientations and personality characteristics of “acceptors” and “rejectors” of BSCS biology. Science Education, 56, 71-77.
Hartley,
M. C., & Hoy, W. K. (1972). Openness of school climate and alienation of
high school students. California Journal of Educational Research, 23,
17-24.
Leppert,
E., & Hoy, W. K. (1972). Teacher personality and pupil control ideology. The
Journal of Experimental Education, 40, 57-59.
Hoy,
W. K., & Williams, L. B. (1971).
Loyalty to immediate superior at alternate levels in public schools. Educational Administration Quarterly, 7, 1-11.
Williams, L. B., & Hoy, W. K. (1971). Principal-staff relations: A situational mediator of effectiveness. Journal of Educational Administration, 9, (May).
Rafalides,
M. & Hoy, W. K. (1971). Student sense of alienation and pupil control
orientation of high schools. High School Journal, 55, (December).
Hoy, W. K., & Appleberry, J. B. (1970). Teacher principal relationships in 'humanistic' and 'custodial' elementary schools. Journal of Experimental Education, 39, 27-31.
Appleberry,
J. B., & Hoy, W. K. (1969). The
pupil control ideology of professional personnel in 'open' and 'closed'
elementary schools. Educational
Administration Quarterly, 5, 74-85.
Hoy, W. K., & Blankenship, J. (1969). An analysis of the relationship between open- and closed- mindedness and capacity for independent thought and action. Journal of Research in Science Teaching, 5, 69-72.
Eidell,
T. L., Hoy, W. K., & Willower, D. J. (1969). Custodialism and the secondary
school. The High School Journal, 52, 182-91.
Hoy, W. K. (1969). Pupil control ideology and organizational socialization: A further examination of the influence of experience on the beginning teacher. School Review, 77, 257-265.
Hoy,
W. K. (1968). Essay review: Organizations in action, and organizing men and
power. Educational Administration Quarterly, 4, 90-95.
Hoy, W. K. (1968). Pupil control and organizational socialization: The influence of experience on the beginning teacher. School Review, 76, 312-323.
Hoy,
W. K. (1967). Organizational socialization:
The student teacher and pupil control ideology.
Journal of Educational Research, 61, 153-155.
Willower, D. J., Eidell, T. L. & Hoy, W. K. (1967). The counselor and the school as a social organization. Personnel and Guidance Journal, 46, 228-234.
Hoy,
W. K. (2001). A love of learning, a passion for precision, a life of leadership:Donald Willower’s four decades of scholarship and service.
UCEA Review,42, 1-16
Hoy, W. K., & Tarter, C. J. (1993). How open are relationships in your school? Educational Viewpoints,13, 29-31.
Hoy, W. K., & Tarter, C. J. (1992). Measuring the health of school climate: A conceptual framework. NASSP Bulletin, (November).
Hoy, W. K. (1978). Scientific research in educational administration. UCEA Review, 29, 3, 1-6.
Hoy, W. K., & Rader, R. (1976). Value systems of New Jersey superintendents.
The Administrator Quarterly, 6, (Fall), 12-16.
Hoy, W. K. (1972). Evaluation and promotion criteria for teachers. Research Bulletin, 27, 3, 1-6.
Rees, R. T., & Hoy, W. K. (1971). The principal and teacher loyalty. Research Bulletin, 26, 1,1-8.
Hoy,
W. K., & Appleberry, J. A. (1969). Openness in the organizational climate of
humanistic and custodial schools. Research Bulletin, 24, 1, 12-15.
