bluuebunny/crossref_metadata_2025 huggingface dataset:
The Need Structure of Teachers Varying in Experience and Job Satisfaction
Authors: Dunkin M.J.
Published: February 2008

The influence of personality needs and occupational press as they affect Australian teachers remains largely unexplored. One hundred and twenty‐six Queensland teachers provided data for a study of need structure and job satisfaction by completing the Edwards Personal Preference Schedule and the Gross, Mason and McEachern H‐technique instrument. The data suggest that teaching is likely to be attractive to those who have low achievement needs and high deference needs, though the findings that satisfaction accompanies strong needs for affiliation and nurturance are difficult to reconcile with the view that teachers are discouraged from displaying warmth. That a low dominance need appears to accompany high job satisfaction might be taken as evidence that conformism rather than originality is encouraged in Australian teachers.
Changes in the Administration of Adult Education in New Zealand, 1946–62
Authors: POWER HILTON M.
Published: February 2008

Since 1915 adult education in New Zealand has been chiefly the responsibility of the Workers' Educational Association. The Workers' Educational Association enjoyed a virtual monopoly in the area until 1946 when National and Regional Councils of Adult Education were established in association with the University of New Zealand. Although the National Council held the purse‐strings, control of adult education rested chiefly with the University—related Regional Councils. Problems arising from the finance, control and stalling of adult education culminated in the passing of the 19G3 Act which eliminated the Regional Councils and established a reformed National Council. The implications of the Act are university acceptance of responsibility for adult education, financial support from the University Grants Committee and a decline of local influence on programmes. A crucial issue with the growth of university interest is whether there is likely to be a disproportionate growth of professional courses at the expense of liberal studies.
The Management of Schools in New South Wales (1848–66) Local Initiative Suppressed
Authors: PAYNE E.J.
Published: February 2008

In New South Wales the bitter religious differences of the early nineteenth century combined with the Influence of Liberalism willed for the establishment of a national educational system which provided a compromise between the interests of warring pressure groups. The adoption of the Irish National System and its administration by the authoritarian William Wilkins ensured that the local management of schools should not develop. In contrast to England, New South Wales developed a highly centralized school system in which local initiative was severely discouraged.
The Internship in Educational Administration
Authors: SYBOUTS WARD
Published: February 2008

What is internship and how can a school justify the expenditure involved? In order to answer these questions distinction is made between the internship as a vehicle to maintain, the status quo and as a type of training which will develop an educational leader capable of improving an educational system. If improving education is to be an underlying objective of the internship, then the intern must be assigned to responsibilities which involve him with staff and program development, rather than relegating him to clerical chores which do not enhance his stature. By proper planning and assignment the intern and the employing school system can derive mutual benefit. The educational practitioner, the intern and the university coordinator should work cooperatively as they plan and conduct the internship experience. Such cooperative efforts, supported with a clear understanding of the basic purpose to be served, will prevent the internship from becoming a training ground for routine and clerical chores. The internship is warranted only if designed to develop educational leaders.
Research on Bureaucracy in Schools: The Unfolding of a Strategy
Authors: MACKAY D.A.
Published: February 2008

A distinction may be drawn between classical and modern approaches to theory building in the social sciences. The modern approach is more tentative in that a dynamic interaction between theoretical frameworks and empirical data is viewed as a regular part of the inquiry process. Theories are seen as modifiable on the basis of evidence rather than being “rejected” or “accepted” as in the classic, mechanistic tradition. Research on the bureaucratic structure of schools illustrates a gradual evolution from the use of fixed theoretical positions (in the classic mode) to a more fluid interchange between the data and the explanatory frameworks. Factor analytic treatment of measures exemplifies just one increasingly useful method of achieving flexibility in programmatic research.
Some Notes on the OCDQ
Authors: Carver Fred D. , Sergiovanni Thomas J.
Published: February 2008

In his study of Canadian schools (mean teacher size 25) Andrews concluded that the use of the OCDQ is valid in both elementary and secondary schools. In this study of 36 large Illinois high schools (mean teacher size 93) Carver and Sergiovanni reveal that 72% of the schools were classified as having a closed climate. No school was placed on the open half of the climate continuum. This distribution differs greatly from that of the original Halpin and Croft study but is more in accord with the results of Watkins' study of nine secondary schools (mean teacher size 52). Carver and Sergiovanni conclude that the OCDQ is unsuited for use in large secondary schools (mean teacher size more than 25–30). With some modifications the instrument might reflect climate in large secondary schools with department chairmen as respondents.
Proposals for the Reform of Educational Administration in England and Their Relevance for Australia
Authors: SELBY SMITH R.
Published: February 2008

Australian educators need to be very careful not to accept uncritically the comments on educational administration made by overseas visitors, particularly those from North America, who have been inclined to emphasise the great need for more local interest and responsibility in this country. The English experience as interpreted by the recent Maud Commission on Local Government seems to show that there is much to be gained from having a relatively large unit to decide on major questions of policy and finance, provided that there can be, beneath them, smaller authorities and bodies which have sufficient responsibility to ensure that local needs are understood and that local variations can bo made within the general framework. The English model may well have important implications for the administration of education in Australia.
Hierarchical Role Immediacy and Superordinate Control Orientation: Notes Toward a Theory
Authors: BRUMBAUGH ROBERT B.
Published: February 2008

This paper, which is a structural‐functional attempt to explain a restricted domain of interpersonal perception within the school as an organization, presents some of the author's findings as a clue to one possible effect of the hierarchically contrived authority system of the school on certain of the organizational participants' perceptions of one another. If the findings and theory are valid, they may help to explain one of the explicit ways in which the school may he exploitive of the individual—exploitive in the sense that not all of the individual's interpersonal needs may be equally relevant to the organization's strivings towards goal attainment. The economy necessarily associated with organizational goal attainment and the resulting expediency for an adequate flow of organizational authority may operate to induce a lack of organizational recognition of certain of the individual's vital interpersonal needs. The author proposes his notes toward a theory in an effort to explain how and why people come to perceive certain other people as they do within the context of the school as an organization.
The Governance of Education in Australia: Centralization and Politics
Authors: WALKER W.G.
Published: February 2008

The centralization of power in the state and federal legislatures and in their associated professional bureaucracies is a notable feature of both educational and general political decision making in Australia. In this paper “governance” refers to the process of exercising authoritative control, “politics” to public policy making and its resolution. Formal public participation in Australian educational decision making is shown to be minimal, being limited to representation by elected members in the state and federal legislatures. There is no local governmental structure or tax for education. The existing structures and their origins are explained. Two hypotheses derived from the work of Iannaccone are tested. The first states that the longer educational issues remain unsolved in the extra‐legal social networks and lower level legal areas the more likely it is that decisions on these questions will be made by central government departments and agencies. The second states that the more that questions of educational policy are resolved by central departments and agencies the more likely it is that educational policies will become undifferentiated from other kinds of politics or from politics as relating to other policy areas of government. An examination of political developments in the nineteenth and twentieth centuries supports both hypotheses.
The Structural Change Proposal in the Israeli Schools: Conflict and Conquest
Authors: GLASMAN NAFTALY S.
Published: February 2008

A conflict of interests between two groups of educationists over proposed legislation for a school structural change is examined. Compromise is not achieved and evidence shows that the party which possessed more political power eliminated the threat of the other party. The process of conflict resolution is shown to reflect both a continuous utilization by the parties of legitimate influence and a gradually increasing use of illegitimate influence. Evidence also suggests that both parties adhered to the principle of minimization of waste of influence resources. A brief discussion of governmental organization for education in Israel precedes this case in educational politics. Hypotheses based on the work of Iannacconne and related to administrative and political influences of the parties to the conflict arc stated. A cross cultural dimension is added along certain theoretical constructs by comparing state politics of education in Israel and in one American State.
Interschool Variation in Bureaucratization
Authors: PUNCH KEITH F.
Published: February 2008

The term “bureaucracy” is becoming increasingly relevant in discussion of schools, especially as they grow bigger and organizationally more complex. This study of 48 elementary schools in Ontario attempted to account for interschool variation in bureaucratization, particularly as it was associated with leader behavior. Hall's scales were used to measure perceived degree of bureaucratization; the LBDQ‐XII to measure leader behavior. It was found that leader behavior is the biggest single determinant of level of bureaucratization. Contrary to the traditional view, size of school is inversely related to level of bureaucratization. Although some 25 per cent of interschool variation in bureaucratization was not accounted for by the variables studied it seems clear that “as goes the principal, so goes the school.”
The Leader‐Member Encounter in the Formal Organization
Authors: SIMPKINS W.S.
Published: February 2008

An adequate study of leadership behaviour must take account of leader‐member encounters in routine meetings and in the more informal and spontaneous discussions with individuals and groups. This comprehensive approach to leadership behaviour must relate the behaviour of the leader and member in interaction to the social system of the organization. The present discussion focusses on the relationship between general organizational values and normative role prescriptions on the one hand and behaviour in leader‐member encounters on the other. Particular use is made of the views of Talcott Parsons and Erring Goffman. It is concluded that the relationship between the constructs selected for discussion is subtle and difficult to test. However, there appears to be merit in the detailed study of the more informal leader‐member encounters which occur in the daily life of the organization.
The Validation of a Morale Measuring Instrument
Authors: SMITH KEVIN R.
Published: February 2008

A morale questionnaire developed in Australia was subjected in the U.S.A. to a test of its validity by using a small sample of schools judged by experts to be of either high or low morale. Following item analysis, a shorter questionnaire was developed which discriminated significantly between a sample of schools of high and low staff morale both in Australia and in the U.S.A.
Principal‐Staff Relations: Situational Mediator of Effectiveness
Authors: WILLIAMS LEONARD B. , HOY WAYNE K.
Published: February 2008

The “Contingency Model” of leadership effectiveness postulates that effectiveness of a group is contingent upon the relationship between leadership style and the degree to which the situation enables the leader to exert his influence. This investigation was an attempt to explore the usefulness of the theory as a guide to the study of leadership in public elementary schools. As predicted by the model, the favorableness of principal‐staff relations was a significant situational mediator of leadership effectiveness. In elementary schools where principals were well supported by teachers, a task oriented leadership style was associated with effectiveness; however, in schools where principals were less well supported by teachers, a relationship oriented leadership style was associated with effectiveness.
The Commonwealth Council for Educational Administration: A New Centre for Educational Leadership
Authors: ROSS THOMAS A.
Published: February 2008

The second International Intervisitation Program held in Australia in August, 1970, must now be considered a milestone in the development of the study and practice of educational administration. From the second Program emerged the establishment of the Commonwealth Council for Educational Administration. Membership of the Council, which is determined on an individual rather than an institutional basis, is open to all interested in the administration of education. The Commonwealth Council for Educational Administration has a seven point programme of objectives: 1. To foster close links between those concerned with the improvement of educational administration in Commonwealth countries. 2. To foster a high standard in the practice and study of educational administration at all levels. 3. To hold Commonwealth‐wide and regional conferences on various aspects of educational administration. 4. To facilitate the dissemination of knowledge about research and practice in educational administration. 5. To foster high standards in the preparation of administrators. 6. To facilitate the exchange between member countries of teachers, students and practitioners of educational administration. 7. To encourage the establishment in Commonwealth countries of national associations of those concerned with the improvement of educational administration. Financial support for the Council was provided initially by the second International Intervisitation Program and “The Journal of Educational Administration”. Further generous and significant assistance has been given by the University of New England and the Commonwealth Foundation.
Manpower Utilization, Human Resource Development, Education and Economic Growth in the United States
Authors: FARNER FRANK , ROSE JAMES S.
Published: February 2008

This research study was started at the University of Oregon, School of Education, in the Spring of 1967. A group of advanced graduate students in school finance under the supervision of the senior author, undertook the study to examine systematically the relationships between and among measures of human resource development, education, manpower utilization and economic growth in the states of the United States. The model for the research was the Harbison and Myers classic study of this important issue among the nations of the world entitled, “Education, Manpower and Economic Growth”. (McGraw‐Hill, 1964.) The research reported touches upon several important fields—economics of education, political science, human resource management and governmental planning. The relationships studied hold important implications for the allocation of scarce human and economic resources to attain state and national social and economic goals.
Evaluating Occupational Education in Massachusetts and New York
Authors: CONROY WILLIAM G.
Published: February 2008

The Massachusetts and New York Evaluation Service Center for Occupational Education at Amherst, Massachusetts, seeks to develop a mechanism to provide a continuous feedback of program evaluation information to local education agencies which offer occupational education. Program evaluation is concerned with the definition of outcomes in terms of behavioral objectives, the measurement of the extent to which objectives are achieved and the feedback of information to those responsible for the administration of occupational education at state and local levels. The three operational components of the Center are the Behavioral Objective Development Component, the Training Component and the Testing Component. The services of the Center stress a model of curriculum development which is decentralized and diversified, while at the same time providing a framework within which a centralized and systematic evaluation of goals can be undertaken.
University Planning: An Organization Model
Authors: MAZZE EDWARD M.
Published: February 2008

Although colleges and universities claim to be involved in formal planning there is much obvious evidence to suggest otherwise. Planning is a complex procedure, the problems of which are compounded by a changing environment. All planning decisions should be based on research but again deficiencies are obvious in actual practice. Planning involves four phases: setting objectives, developing plans, integrating these plans into the decision process and adjusting the plans to environmental changes. A fundamental problem in university planning is the selection of the best organizational structure to expedite this activity. Such a model would make provision for a five stage process: localized planning, planning by committee, planning by an outside agency, institutional research and the establishment of a specific planning department.
Some Further Notes on the OCDQ
Authors: HOY WAYNE K.
Published: February 2008

Although there is some support for the use of the OCDQ in secondary schools, more recent studies of organizational climate have raised doubts as to the validity of the instrument in such a situation—particularly in “large” secondary schools. From his study of 45 “large” secondary schools in New Jersey (mean number of teachers 80; mean student enrollment 1240) the author concludes that (I) the prototypic profile method of designating discrete climates among secondary schools is not useful, (II) the subtests of the OCDQ tap and measure important aspects of the organizational climate of secondary schools.
Life Cycle Leadership Theory: Some Empirical Evidence
Authors: PUNCH KEITH F. , DUCHARME DAVID J.
Published: February 2008

Initiating Structure and Consideration provide a simple, powerful and popular way of describing the behaviour of leaders. Tile determination of leader effectiveness poses added methodological and theoretical demands for the researcher, however. Hersey and Blanchard's “Life Cycle Leadership Theory” represents one such approach. The study reported below, conducted in Toronto, tested two hypotheses that suggested inverse relationships between maturity level of teachers and the degree to which they prefer task‐oriented and relationships‐oriented leader behavior. Limited support was found for the hypotheses but the authors discern some important trends and suggest relevant areas for future research.
On Visiting School Systems Overseas
Authors: TRETHEWEY ALAN
Published: February 2008

Visiting schools or other educational establishments in foreign countries can be as much as a hazard as a help in understanding the educational system in other places. To provide a supporting framework to enhance the value of administrators travelling abroad, the author indicates some of the hazards that confront, educational visits and fact‐finding missions. Particular difficulties confronted include problems of context, bias, communication, sampling, interpretation and “culture shock”. The author recommends familiarity with recent works in comparative education and indicates some appropriate references.
Administrative Decisions and Cultural Values
Authors: SKILBECK MALCOLM
Published: February 2008

The management of institutional life is affected by wider developments in culture. Two of these developments of particular significance for administrators are the growth and spread of the methods of systems theory and strategic planning, and popular enthusiasm for collegiate or participatory government. Distinctions traditionally made within the educational process and role ascriptions built on these have become blurred. Disengagement from value issues is not possible for administrators who will become increasingly involved in complex decisions affecting the value systems which are transmitted to the young. New educational programmes for administrators are needed to equip them with wider understanding of value issues, including the transformations in values which are characteristic of contemporary culture.
Mathematics and Educational Administration
Authors: MCNAMARA JAMES F.
Published: February 2008

This paper is devoted to the topic of how mathematics might be more efficiently used in educational administration. The position taken here is that mathematics is a branch of philosophy whose subject matter is a set of abstract entities and identified operational rules. It is a vocabulary of symbols that can be used to label objects and, more importantly, a set of grammatical rules for using the vocabulary. The paper begins with a review of some recent developments reported in the social science literature on the uses of mathematics in political science, sociology and economics, and ends with some illustrations of how these developments could lead to similar applications in both the practice and theory domains of educational administration.
Behind the Resource Domino
Authors: THIEMANN F.C. , BUMBARGER C.S.
Published: February 2008

Resource allocation is a problem common to all levels and types of administrative positions. Existing resources are expanded (allocated) both to perform an organizational task and to acquire additional resources. If the leader successfully expends available resources to acquire still more resources in terms of people, materials and space, then a subsequent and equally important task is the allocation of these acquisitions to the various sectors of the organization. It is through the judicious distribution of essential resources to achieve acquisition of still more, in the one instance, and to the furthering of organizational aims in the other that the leader attempts to move the organization towards goals. His accountability as leader is fixed in how efficiently and effectively resources are deployed in the goal attainment efforts.
The OCDQ: A Four Factor Solution for Australian Schools?
Authors: ROSS THOMAS MR. A. , SLATER MR. R.C.
Published: February 2008

For almost a decade the OCDQ has proven to be one of the most “popular” instruments in research in educational administration. Developed by Halpin and Croft, the instrument claims to measure eight dimensions of a school's organizational climate. Such scores are then used to classify the school according to which one of six climate categories it belongs. Increasingly, the OCDQ is being subjected to closer scrutiny. Currently in the U.S.A. intense validation studies are in progress. This article reports on a similar study conducted in a sample of 72 primary schools in South Australia. Data from 727 respondents are analysed to produce a four factor solution. The factors are identified as supportiveness, operations emphasis, intimacy and disaffiliation.
ORGANIZATIONAL CHARACTERISTICS OF THE EDUCATION SYSTEM
Authors: ELBOIM‐DROR RACHEL
Published: February 2008

This paper examines characteristics of three main education sub‐systems: the policy formation system, the management or control system and the implementation system. In the policy formation system the main features are: intangibility of some education goals; lack of means‐ends continuum; inconsistency of goals; external dominance; the role of management and of teachers in education policy formation; value judgements; lack of feedback; heuristic processes; and incrementalism. Characteristics of the management system include: internal and external constraints; flat hierarchy; bases of authority; conflicting role demands; lack of colleague control; bureaucratic rules; size of staff; feminization; and management self‐image. Implementation system features are: organization of small symmetric sub‐units; organizational implications of goal conflict; compulsory attendance of clients; cognitive vs. emotive functions; resulting tensions and conflicts; sub‐cultures; clients' vulnerability; differential treatment of clients; obstacles to output measurement; and implication of measurement difficulties. The last section points out some implications of the analysis which seem to indicate similar and increasingly important developments in other public service bureaucracies. These include: diffuse and intangible goals; value sensitivity; high cost and external dominance; client service and client dependence; obstacles to output measurements; professionalization and feminization.
AN EVALUATION OF THE SYSTEM OF INSPECTION IN AUSTRALIAN STATE SCHOOLS
Authors: MACLAINE A.G.
Published: February 2008

With the advent of State systems of education in Australia during the latter part of the nineteenth century, inspectors became key figures in the organization of educational policies, to maintain standards of instruction, and to assess the efficiency of teachers and schools. A teacher's promotion was dependent mainly on his seniority in the service and inspectorial assessments of his efficiency. Inspectors were also required to act as educational advisers to teachers, but this role was overshadowed by, and it conflicted with, the inspector's role of assessor. In recent years, there has been a marked change in the inspector's functions, with increased emphasis on professional advice and leadership. Assessment procedures have also been liberalized generally by reducing the frequency of teacher assessments and by broadening and modifying the criteria used to evaluate efficiency. However, it has not been possible to eliminate elements of incompatibility in the inspector's dual role of assessor and adviser, nor has it been possible to devise any reasonably infallible method of grading the complicated task of teaching. The advisory role of inspectors in relation to individual teachers is also being questioned. Such considerations are leading to the further development of alternative ways of stimulating the professional growth of teachers and they also indicate the need for promotion criteria which are largely independent of the inspector.
INFORMATION AND THE MANAGEMENT OF INNOVATION
Authors: NIAS J.
Published: February 2008

Recently a new university degree, the B.Ed., was made available to selected students in English colleges of education. In one Area Training Organization members of the Institute of Education, through whom most of the resulting negotiations were conducted, found that the decisions they favoured could be more readily achieved if they obtained and manipulated the maximum possible control over the information which was passing through the system. Possession of information was important because it conferred status and security, gave influence in decision making and created a painful sense of uncertainty among those who were excluded from it. Thus, innovation was successfully accomplished in part by the deliberate exercise of control over one crucial systemic resource. At the same time, purposeful interaction between members of the system at lower hierarchical levels also enabled further information to be generated and exchanged. Eventually, therefore, the power bestowed by possession of information came to be more evenly spread among participants. At every stage, the capacity to decode and store information was found to be just as influential as the right to receive and transmit it.
BUREAUCRACY, POWERLESSNESS, AND TEACHER WORK VALUES
Authors: ISHERWOOD GEOFFREY B. , HOY WAYNE K.
Published: February 2008

The purpose of this study was to examine teachers' sense of powerlessness within two distinctive school organizational structures. The concept of teacher work values was employed as an intervening variable in the primary relationship. Definite patterns of teacher sense of powerlessness were uncovered within Authoritarian and within Collegial school bureaucratic structures. In addition, a majority of teachers in Authoritarian schools experienced a greater sense of powerlessness than did their peers in Collegial schools.
AUTHENTICITY AND INDIVIDUAL TEACHER INTERPERSONAL NEEDS
Authors: HELWIG CARL
Published: February 2008

Within the organizational setting of the school, the extant literature revealed five empirically‐determined variables to be manifestations one way or another of authentic behaviour, namely, Halpin's thrust and esprit on the Organizational Climate Description Questionnaire; Willower's pupil control ideology on the Pupil Control Ideology Form; Rockeach's dogmatism on the Dogmatism Scale, Form E; and ambivalence on Socman's Ambivalence Scale. On the other hand, Schutz's Fundamental Interpersonal Relations Orientation Scale (FIRO‐B) determined an individual's expressed behaviour toward others as well as his wanted behaviour from others in three areas of interpersonal relationships: inclusion, control and affection. In other words, Schutz had demonstrated empirically that inclusion, control and affection parimoniously explained how two actors related to one another. The research question, therefore, posed was: Do an individual teacher's expressed as well as wanted behaviours of inclusion, control and affection, as predictor variables, predict (p <.05) his own esprit, thrust, pupil control ideology, ambivalence and dogmatism, the latter thus being the criterion variables?
AUSTRALIAN HIGHER EDUCATION: PROBLEMS OF A DEVELOPING SYSTEM
Authors: Haman G.S. , Selby Smith C.
Published: February 2008

It is always difficult to review a book which is a collection of papers. The review may concentrate on the importance of the topic which stimulated the editors into action: on the extent to which the topic is adequately covered by the individual papers: on the authority of the writers of particular papers and the quality of one paper in relation to others: on the depth of treatment of the topic: or again on the unity of the presentation. This book is unique in that it ranks high on all of these considerations.
HIGH SCHOOLS AS STAFF PERCEIVE THEM
Authors: GRASSIE M.C.
Published: February 2008

Halpin and Croft's OCDQ and Aiken and Hayes' bureaucratisation scale were administered to the staffs of 14 State High Schools in an Australian city. The data were subjected to a principal component analysis followed by a varimax rotation. This procedure procured six measures. A diagrammatic representation of the differences revealed between groups within a school is presented. The most significant conclusion is that a high school will include in its staff groups who hold distinct perceptual models of the school's administrative structure and of the principal's leadership quality.
EDUCATIONAL PLANNING AND THE PROFESSORIAL ROLE
Authors: CULBERTSON JACK
Published: February 2008

The article defines educational planning from differing perspectives and describes four bodies of knowledge bearing upon the concept. The bodies of knowledge described are operations research, manpower and human resources planning, planning‐programming‐budgeting, and futurology. The uses professors, especially in the United States, are making in research and training are depicted. Finally, research and training recommendations bearing upon planning, which might be considered for the future, are offered.
FUTURE COGNITION AND EDUCATIONAL LEADERSHIP
Authors: CASE CHARLES W. , LARSON ROBERT L.
Published: February 2008

Social and educational planning has often been characterized by limited vision, short time frames, and consideration of only a limited number of variables. Many current futurists and planners ignore the possibility that the future might be other than a linear extrapolation of the past and present. Educational leaders should be proactive rather than reactive. Training in and experience with value clarification, normative forecasting, consensual validation processes, Delphi, trend analysis and design can provide educational leaders and planners with needed competencies in design, analysis, collaborative processes, and systems planning from a holistic perspective. Since 1970, the Educational Administration and Planning Program of the College of Education at the University of Vermont has included a seminar entitled “Future Cognition and Planning” which has been constructed around the above concepts and processes. In this article the professors who designed the seminar describe its components, its impact on students, its place in a preparation program for administrators and planners, and its value as an instructional process.
ON SOCIAL SYSTEMS THEORY AS A PREDICTOR OF EDUCATIONAL CHANGE: THE ADOPTION OF CLASSROOM INNOVATIONS
Authors: HANSON MARK
Published: February 2008

All too often in education the “band wagon” has played an important role in the adoption of innovations. An innovation is often dropped into the schools' environment by enthusiastic leaders who have the expectation that anyone can recognize its obvious merits and will adapt his behavior accordingly. Subordinates, however, make their own judgements on how to respond to the innovation and, in varying degrees, elect to accept or subvert its conditions. Within a framework of organizational theory, this study attempts to explain the differing positive/negative responses of distinct groupings of educators toward the adoption of various classifications of innovations. The findings in this study suggest that the educational subsystem or subsystems which, in order to adopt the innovation, are required to make the greatest modifications in their normal procedures of operation will raise the highest level of resistance.
A COMPREHENSIVE PLANNING MODEL FOR SCHOOL DISTRICTS: DECISION RULES AND IMPLEMENTATION STRATEGIES
Authors: TEMKIN SANFORD , MCNAMARA JAMES F.
Published: February 2008

School districts are ongoing organizations which have staffs and organizational structures committed to stabilizing and maintaining their present activities and programs. The authors have attempted to draw together the kinds of information needed to help school district administrators view their organization in a way which examines the consequences of decisions for all of the goals and objectives of the district. This view, which has been labeled comprehensive, is designed to move the administration of the district from solving problems one‐at‐a‐time to an assessment of the complete goal‐activity picture. Implications of a comprehensive approach to school district administration for staff development as well as university and college preparation of administrators are, in the judgment of the authors, substantial.
ECONOMIES OF SCALE, BY PROGRAM, IN SECONDARY SCHOOLS
Authors: COHN ELCHANAN , HU TEH‐WEI
Published: February 2008

Scholars in the areas of economics and educational administration have in recent years examined the relationship between educational cost and school size. One distinguishing characteristic of such studies has been the choice of a school or a school district as the unit of analysis. Another is the overwhelming choice of a parabolic function to describe the cost‐size relationship. This study examines the question whether the unit of analysis should be a specific program of study (such as mathematics or social studies), utilizing data collected from Michigan secondary schools for the school year 1971–1972. The data are also used to check whether a hyperbolic relationship between school size and costs provides a better statistical fit to the data. The Michigan data encompass both secondary academic and vocational programs.
CONCEPTUAL MODELS FOR RESEARCH AND PRACTICE IN THE ADMINISTRATION OF CHANGE
Authors: OWENS ROBERT G.
Published: February 2008

Intensifying efforts to utilize behavioral science concepts and knowledge in administrative research and practice in education during the past quarter‐century have produced an impressive body of literature, largely taxonomic in nature. Much of this literature involves system theory and attempts to identify and classify the various processes by which planned change may be controlled and directed. It thus gives rise to the concept of coherent change strategies and tactics: a concept useful to both the student of organizational change and the administrative practitioner. The author describes four major attempts to identify and classify strategies of organizational change and the tactice that “go with them. In general, these strategies address the problem of how to change organizations, but it is also necessary to know what to change. Leavitt has identified and described four crucial organizational variables which are amenable to administrative control and manipulation: (1) task, (2) structure, (3) people, and (4) technology. These variables are dynamically interrelated but are helpful to the researcher and the administrator in designing and monitoring systemic approaches to organizational change utilizing any strategy which may have been selected.
THE SOCIALIZATION OF PROFESSIONALS INTO BUREAUCRACIES: THE BEGINNING TEACHER IN THE SCHOOL
Authors: KUHLMAN EDWARD L. , HOY WAYNE K.
Published: February 2008

The principal focus of this study involved the changes in bureaucratic and professional orientations of beginning teachers as they encountered the formal organization of the public school during their first year of professional teaching experience. The basic assumptions underlying the research were that teachers will relate in a positive fashion to both the norms of the bureaucracy and the norms of the profession during their initial encounter with the school in a professional capacity and that they will assume a “mixed type” dual role orientation. Data were collected from prospective teachers during their student teaching experiences and again, near the conclusion of their first year of full‐time professional employment. Responses to the Bureaucartic Orientation Scale and the Professional Orientation Scale suggests that experience in the school organization for beginning teachers is related to increased bureaucratic orientation and decreased professional orientation.
TOWARDS A POLITICAL THEORY OF SCHOOL FINANCE REFORM IN THE UNITED STATES
Authors: ALAN HICKROD G. , LAYMON RONALD L. , HUBBARD BEN C.
Published: February 2008

As interest in the “politics of education” continue to mount in the United States it becomes important to try to explicate the fundamental political ideology which continues to shape current developments in school finance in that country. In this article it is argued that there is an identifiable “democratic theory of school finance” and that the roots of this political theory can be found in the works of such “classical” authors as Aristotle, Thucydides, Thomas Jefferson, Alex de Tocqueville, Caleb Mills, and others. A body of current professional educational literature and some court opinions are then summarized and illustrations are provided to show that the basic political values of the “classical” authors are still very much present in the newer professional literature and in the court opinions. Finally a postscript is provided to bring the reader even closer to additional school finance literature in the United States. Students of the politics of education might be interested to learn that this was a bipartisan effort. Professors Hickrod and Hubbard are normally associated with the Democratic Party in the United States, while Professor Laymon customarily finds himself on the Republican side of the aisle. The article thus provides some evidence that there can be agreement on principles of democracy and constitutional government that transcends political party affiliation.
THE HISTORICAL PERSPECTIVE OF EDUCATIONAL DECISION
Authors: FLETCHER LAADAN
Published: February 2008

Although historically based studies were once the only studies directly concerned with educational administration, enquiry is nowadays based primarily on modern theories of organization. An attempt is here made to demonstrate the continuing importance of historical perspective for educational decision.
BUREAUCRACY IN A COLLEGE OF ADVANCED EDUCATION
Authors: DUFTY N.F.
Published: February 2008

This paper reports the results of a questionnaire survey of academic staff at the Western Australian Institute of Technology (WAIT). On the question of bureaucracy in its technical rather than its pejorative sense, the organization is perceived as being much more bureaucratic on some dimensions that others. Staff evaluation of bureaucracy indicates that some dimensions are highly valued and some are not, with no major discrepancy overall between evaluation and perception although significant differences do occur on some dimensions. Job satisfaction data indicate that senior staff have more favourable attitudes than lecturers and senior tutors. A number of questions were asked on authority relations and it was apparent that those in the sample perceiving a clear hierarchy of authority did not differ from the rest of the sample in their perception of the centralisation of organizational power. Respondents who saw the basis of authority as expert and referent were more satisfied than those who did not. Staff above the rank of head of department were seen as having less referent and coercive authority than heads of departments and senior lectures.
THE SELECTION OF NEW GRADUATE STUDENTS FOR AN EDUCATIONAL ADMINISTRATION PROGRAM
Authors: THOM DOUGLAS J. , HICKCOX EDWARD S.
Published: February 2008

The major objectives of this study were to investigate the relative effectiveness of three types of selectors in the process of selecting new graduate students for an educational administration program and further to examine the usefulness of various pieces of information submitted by these graduate students when applying for the program in predicting both success in the graduate program and in later administrative practice. Groups of the three types of selectors were presented with the application files of six actual students who had enrolled in a graduate program of educational administration five years previous. The respondents were asked to predict on the basis of the information in the files whether the students would do well in the program and whether they would have successful administrative careers. The actual achievements of these students were known to the researchers. The findings indicate that the three types of selectors studied were equally effective in the selection process with some tendency for each group to select better for a particular aspect of success. It was also shown that most of the application materials requested from students are useful in predicting future success. Several recommendations based on these findings are presented.
THE PREPARATION OF EDUCATIONAL ADMINISTRATORS IN CANADIAN UNIVERSITIES: LAYING ON OF THE HANDS
Authors: ROSS THOMAS A.
Published: February 2008

The award of a Commonwealth Visiting Fellowship enabled the writer to investigate preparation programmes for educational administrators in twelve prominent Canadian universities. Interviews with professors, students and practising administrators, participation in lectures, seminars and assessment procedures provided the basis for the writer's impressions. An analysis of pre‐Master's, Master's and doctoral programmes revealed that, in general, students must select courses from (i) organization and administration theory, (ii) educational personnel supervision, (iii) education in Canada and (iv) a series of options. Evidence of a combination of discipline, theory, problems and career‐based approaches was found in most programmes. The writer argues that Canadian professors of educational administration are (i) anxious to improve the quality of the courses offered and grappling with the problem of programme relevance, (ii) not generally concerned with teaching as a skill and restricted in methods used, particularly simulations, (iii) somewhat insular in outlook and (prior to the establishment of CASEA) lacking an adequate means of inter‐departmental communication. Future developments in the preparation of educational administrators are foreshadowed by the writer.
THE FIRST FIVE YEARS: A PROGRESS REPORT ON THE COMMONWEALTH COUNCIL FOR EDUCATIONAL ADMINISTRATION
Authors: EWING J.L.
Published: February 2008

In August 1975, the Commonwealth Council for Educational Administration will be five years old. In furtherance of its seven‐fold objectives CCEA has formulated and embarked on a publications programme, organized conferences and seminar/ workshops at which the principles and practice of educational administration were discussed, encouraged the foundation of affiliated groups of educational administrators in Commonwealth countries, carried out its first survey of aspects of educational administration within the Commonwealth, and arranged visits of specialists among countries. Recently its constitution was approved thus enabling CCEA to extent its activities further within the guidelines developed during its first quinquennium.
THEORY IN EDUCATIONAL ADMINISTRATION
Authors: WILLOWER DONALD J.
Published: February 2008

The purpose of this paper is to examine the state of the art of theory and theorizing in educational administration. The author investigates in what ways and why theory and practice have been disconnected and how they could be better conjoined. Although progress in the development of theory has been slow, it has been tangible. More recent work has displayed a greater degree of scientism in approach; more people have been involved; the extent of conceptual orientation has broadened; and the number of empirical studies has also increased. Whilst acknowledging the full‐fledged field study as the preferred mode, the author suggests a number of other strategies that may profitably be utilized to provide field data with theoretical utility. An experience audit, log or diary, instruments to function as operational definitions for certain kinds of behavior or attitudes, and devices to measure concepts central to explanation in a given area are examples.
ORGANIZATIONAL CHARACTERISTICS OF ADMINISTRATIVE TRAINING PROGRAMS: PROFESSORS AND THEIR WORK ENVIRONMENTS
Authors: BISHOP LLOYD K. , STEINHOFF CARL R.
Published: February 2008

This paper presents the findings of a nation‐wide survey in the USA of the organizational environment, or climate, of UCEA affiliated preparation programs in educational administration. A factor structure extracted from the responses of 202 professors is described along with a data analysis of the forty‐two institutions they represent. Implications to program development are also made based on an analysis of variance among the participating institutions. This research was supported in part by the School of Education, New York University, and the Staff Affiliate Program of UCEA.