This study examines the beliefs and practices that support and undermine trust formation in school leadership efforts that invite students into discussions of continuous improvement. Through a case study of a youth-adult partnership initiative, the study finds that trust between youth and adults was supported by having a shared, accessible language for discussing teaching and learning, opportunities for strengths-based dialogue around school practices, and regular opportunities to meet. However, there was also a perception gap between youth and adults around how well group members fulfilled their roles in the actual data collection process, causing conflict and undermining the long-term stability of these arrangements by eroding trust.
"Trust Formation When Youth and Adults Partner to Lead School Reform: A Case Study of Supportive Structures and Challenges,"
Journal of Organizational & Educational Leadership: Vol. 2
, Article 2.
Available at: http://digitalcommons.gardner-webb.edu/joel/vol2/iss2/2