Persistence, prudence, and a few possibilities
I have been a professor and teacher for more than 50 years, and I welcome the opportunity to reflect on my life and career. This is not the first time I have grappled with my contributions and shortcomings (e.g. Hoy, 2001, 2012), so it should not be surprising that some earlier ruminations are also reflected in this essay.
Hoy, W. K. (1998). Quality middle schools: Open and healthy. Corwin Press.
Hoy, W. K. (2001). The pupil control studies: A historical, theoretical, and empirical analysis. Journal of Educational Administration, 39, 421-441.
Hoy, W. K. (2012). School characteristics that make a difference for the achievement of all students: A 40-year odyssey. Journal of Educational Administration, 50, 76-97.
Hoy, W. K., & Adams, C. M. (2016). Quantitative research in education: A primer (2nd ed.). Sage.
Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw Hill.
Hoy, W. K., & Sabo, D. J. (1998). Quality middle schools: Open and healthy. Corwin Press.
Hoy, W. K., Tarter, C. J., & Kottkamp, R. B. (1991). Open schools/health schools: Measuring school climate. Sage.
Woolfolk, A. E. & Hoy, W. K. (2020). Instructional leadership: A research-based guide to learning in schools (5th ed.). Pearson.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.
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