Performance Information [electronic resource] : One School District's Response / Bayla F. White.
How can school officials manage their responsibilities in ways that are likely to improve the quality of the product they provide? There is a logical sequence of activities. First, school officials must be able to diagnose where problems exist. Then they must learn to apply treatments systematically...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1974.
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| Subjects: |
MARC
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| 100 | 1 | |a White, Bayla F. | |
| 245 | 1 | 0 | |a Performance Information |h [electronic resource] : |b One School District's Response / |c Bayla F. White. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1974. | ||
| 300 | |a 18 p. | ||
| 500 | |a ERIC Document Number: ED095246. | ||
| 500 | |a Sponsoring Agency: Office of Economic Opportunity, Washington, DC. |5 ericd. | ||
| 520 | |a How can school officials manage their responsibilities in ways that are likely to improve the quality of the product they provide? There is a logical sequence of activities. First, school officials must be able to diagnose where problems exist. Then they must learn to apply treatments systematically, to assess carefully the success or failure of the treatments applied, and last, but by no means least, to alter the treatment in accordance with the results of the assessment. No school system does all these things at present. Instead school officials are loathe to make decisions, and in those instances where decisions are made, they are even more reluctant to alter a chosen course of action based on the results of their efforts. These statements reflect three years of working closely with a large urban school system, that of Atlanta, Georgia. The bulk of this discussion is divided into five parts. The first section sets out the assumptions which shaped our work in Atlanta. The next two sections explain the technique developed for signaling extremes of relative performance and the uses and limitations of that kind of information. The final two sections describe the impact of information about relative performance on selected activities of Atlanta administrators. (Author/JM) | ||
| 650 | 0 | 7 | |a Accountability. |2 ericd. |
| 650 | 0 | 7 | |a Administrator Responsibility. |2 ericd. |
| 650 | 0 | 7 | |a Change Strategies. |2 ericd. |
| 650 | 0 | 7 | |a Decision Making. |2 ericd. |
| 650 | 1 | 7 | |a Educational Administration. |2 ericd. |
| 650 | 1 | 7 | |a Educational Change. |2 ericd. |
| 650 | 1 | 7 | |a Educational Planning. |2 ericd. |
| 650 | 1 | 7 | |a Feedback. |2 ericd. |
| 650 | 1 | 7 | |a Performance Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Performance Factors. |2 ericd. |
| 650 | 0 | 7 | |a School Districts. |2 ericd. |
| 650 | 0 | 7 | |a School Personnel. |2 ericd. |
| 650 | 0 | 7 | |a Urban Schools. |2 ericd. |
| 710 | 2 | |a Fordham University. |b Institute in Urban Education. | |
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