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This book samples recent and emerging trust research in education including an array of conceptual approaches, measurement innovations, and explored determinants and outcomes of trust. The collection of pathways explores the phenomenon of trust and establishes the significance of trust relationships in school life. It emboldens the claim that trust merits continued attention of both scholars and practitioners because of the role it plays in the production of equity and excellence. Divided into four parts, the book explores trust under the rubrics of learning, teaching, leading and bridging. The book proposes a variety of directions for future research. These include the simultaneous investigation of trust from the prospectives of various trusters, and at both the individual and group levels, longitudinal research designs, and an elaboration of methods. Contents include: (1) Introduction: Trust as a Matter of Equity and Excellence in Education (Dimitri Van Maele, Mieke Van Houtte and Patrick B. Forsyth); (2) Trust in Elementary and Secondary Urban Schools: A Pathway for Student Success and College Ambition (Barbara Schneider, Justina Judy, Christina Mazuca Ebmeye and Michael Broda); (3) The Interconnectivity of Trust in Schools (Megan Tschannen-Moran); (4) Organizational Predictability, the School Principal, and Achievement (Patrick B. Forsyth and Curt M. Adams); (5) Teacher Trust in the Principal: Factor Structure and Effects (Monica Makiewicz and Douglas Mitchell); (6) The Effects of Standards Based School Accountability on Teacher Burnout and Trust Relationships: A Longitudinal Analysis (Anthony Gary Dworkin and Pamela F. Tobe); (7) Trust at Ground Zero: Trust and Collaboration Within the Professional Learning Community (Pamela R. Hallam, Shannon K. Dulaney, Julie M. Hite and Hank R. Smith); (8) Teacher Trust in Students and the Organizational School Context: The Role of Student Culture and Teachability Perceptions (Dimitri Van Maele and Mieke Van Houtte); (9) Mentoring, Trust, and Teacher Efficacy: A Powerful Force for New Teacher Induction (Serafino M. Celano and Roxanne M. Mitchell); (10) Linking Social Networks and Trust at Multiple Levels: Examining Dutch Elementary Schools (Nienke M. Moolenaar, Sjoerd Karsten, Peter J. C. Sleegers and Alan J. Daly); (11) Trust, Control, and Comprehensive School Reform: Investigating Growth in Teacher-Teacher Relational Trust in "Success for All" Schools (Timothy G. Ford); (12) Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools (Page A. Smith and Adrian A. Flores); (13) The Principal Connection: Trust and Innovative Climate in a Network of Reform (Alan J. Daly, Yi-Hwa Liou and Nienke M. Moolenaar); (14) Trust in Districts: The Role of Relationships in Policymaking for School Improvement (Julie Reed Kochanek and Matthew Clifford); and (15) Teachers' Trust in Knowledge Sources for Continuing Professional Development: Investigating Trust and Trustworthiness in School Systems (Wieland Wermke).