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Investigating the role of collective trust, collective efficacy, and enabling school structures on overall school effectiveness
Gray, J. (2016). Investigating the Role of Collective Trust, Collective Efficacy, and Enabling School Structures on Overall School Effectiveness. NCPEA Education Leadership Review, 17(1), 114-128.
Enabling school structures, collegial trust and academic emphasis
Gray, J. A., Kruse, S., & Tarter, C. J. (2016). Enabling school structures, collegial trust and academic emphasis: Antecedents of professional learning communities. Educational Management Administration & Leadership, 44(6), 875-891. doi:10.1177/1741143215574505
International professional learning communities
Gray, J. A., & Summers, R. (2015). International professional learning communities: The role of enabling school structures, trust, and collective ffficacy. The International Education Journal: Comparative Perspectives, 14(3), 61-75.
Enabling school structures, trust, and collective efficacy in private international schools
Gray, J. A., & Summers, R. (2016). Enabling school structures, trust, and collective efficacy in private international schools. International Journal of Education Policy and Leadership, 11(3).
Organizational and relational factors in professional learning communities
Gray, J., Mitchell, R., & Tarter, C. J. (2014). Organizational and relational factors in professional learning communities. Planning and Changing, 45(1), 83-98.
Developing professional learning communities through enabling school structures, collegial trust, academic emphasis, and collective efficacy
Gray, J. A., Kruse, S. D., & Tarter, C. J. (2017). Developing professional learning communities through enabling school structures, collegial trust, academic emphasis, and collective efficacy. Educational Research Applications, 2017(1), 1-8.
The effects of student engagement, student satisfaction, and perceived learning in online learning environments
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 98-119.