Organizational Development in Transition [electronic resource] : The Schooling Perspective / Karolyn J. Snyder and Others.
This paper presents the initial findings of a comprehensive 28-school multi-site case study, which sought to identify patterns in schools that are changing bureaucratic work patterns to those found in quality-management systems. The schools are located in Florida, Virginia, Minnesota, and Louisiana;...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED374512 | ||
| 100 | 1 | |a Snyder, Karolyn J. | |
| 245 | 1 | 0 | |a Organizational Development in Transition |h [electronic resource] : |b The Schooling Perspective / |c Karolyn J. Snyder and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 50 p. | ||
| 500 | |a ERIC Document Number: ED374512. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). |5 ericd. | ||
| 520 | |a This paper presents the initial findings of a comprehensive 28-school multi-site case study, which sought to identify patterns in schools that are changing bureaucratic work patterns to those found in quality-management systems. The schools are located in Florida, Virginia, Minnesota, and Louisiana; all are led by principals who are trainers in the Managing Productive Schools (MPS) training program. Data were derived from interviews with the 28 principals and from two surveys of all staff at 25 schools (N=1,235). Findings indicate that principals utilized visionary leadership, strategic planning processes, and a systems approach. They also sought new ways to gather information and focused on continual improvement and human resource development. In the highest performing schools, the four subscales of planning, staff development, program development, and assessment tended to function more interdependently. The more mature working cultures were characterized by participative decision making, clear communication, and support for teaching innovations and teacher teams. The less mature schools displayed autocratic decision making and fragmented communication. Teachers in less mature schools lacked financial support and recognition, felt isolated, and worked in a disciplinary context. A conclusion is that developing a common focus and shared vision of success for all students takes time. It requires innovative, nurturing leadership. Five tables and three figures are included. Contains 26 references. (LMI) | ||
| 650 | 0 | 7 | |a Educational Change. |2 ericd. |
| 650 | 1 | 7 | |a Educational Environment. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Institutional Environment. |2 ericd. |
| 650 | 1 | 7 | |a Organizational Climate. |2 ericd. |
| 650 | 1 | 7 | |a Organizational Development. |2 ericd. |
| 650 | 0 | 7 | |a Participative Decision Making. |2 ericd. |
| 650 | 0 | 7 | |a Productivity. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Administrator Relationship. |2 ericd. |
| 650 | 1 | 7 | |a Total Quality Management. |2 ericd. |
| 650 | 1 | 7 | |a Work Environment. |2 ericd. |
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