bluuebunny/crossref_metadata_2025 huggingface dataset:
THE PATH ANALYSIS TECHNIQUE IN EDUCATIONAL RESEARCH: BRIDGING THE THEORY‐EMPIRICISM GAP
Authors: THOM DOUGLAS J.
Published: February 2008

The path analysis technique was introduced in educational research relatively recently. It is very effective for conceptualizing research and for linking theory and the “real world”. Major advances are possible if more researchers in education would adopt this technique. However, the outward complex appearance of path analysis diagrams with their many variables, straight and curved arrows and numerical coefficients, and the terminology such as “residuals” and “recursive” associated with discussions of the technique tend to deter researchers. In this article the author gives an overview of the technique in simple terms. Its strengths and weaknesses are discussed and suggestions are made about how to commence use of the technique. Several examples of path analysis used in educational research are presented. The discussion is of an introductory nature with the hope that readers will develop a confidence to investigate the technique further. The intention of the author here is not to debate the many specific, provocative and complex issues about definition, terminology and interpretation surrounding the technique which methodology specialists continue to discuss as the use of the technique grows.
KAMINSKY'S ADDENDUM TO THE “FREEDOM AND AUTHORITY” MEMORANDUM: A PHILOSOPHICAL INVESTIGATION IN A CONTEXTUAL VACUUM
Authors: SMITHSON ALAN
Published: February 2008

This paper has five objectives. First, to draw attention to serious weaknesses in Kaminsky's analysis of the South Australian “Freedom and Authority” memorandum. Second, to sketch out how Kaminsky could have presented a more realistic picture of A.W. Jones's position both with regard to the memo, and school governance in general. Third, to show that had Kaminsky pursued this suggested line of analysis he would have found that Jones confused ends‐type policy‐making with technico‐professional decision‐making, which led Jones into error concerning the respective roles of lay people and professionals in educational policy‐making. Fourth, to illustrate how Jones's radical indictment of the lack of “democracy” in Australian schools in the mid 1970s was conjoined with conservative and technocratic decisional proposals. Finally, to suggest that the issues raised in my criticism of Kaminsky and Jones are of crucial importance to all those interested in school governance.
BUREAUCRACY AND ALIENATION: A COMPARATIVE ANALYSIS
Authors: HOY WAYNE K. , BLAZOVSKY RICHARD , NEWLAND WAYNE
Published: February 2008

Data collected from 41 high schools are used to test a set of hypotheses concerning dimensions of organization and alienation. The results from school organizations are then compared with those of Aiken and Hage for social welfare agencies. Although the relationships between bureaucratic structure and alienation are remarkably similar for secondary schools and social welfare agencies, there are striking differences in their organizational structures. Schools are dramatically more formalized and centralized than welfare agencies; and teachers are significantly more alienated than welfare workers. It is theorized that a bifurcation of professional and administrative domains in schools provides a distinctive organizational structure that reduces the impact of structure on alienation of teachers.
GOAL CONGRUENCE IN THE UNIVERSITY
Authors: NEUMANN LILY , NEUMANN YORAM
Published: February 2008

This study explores the subject of goal congruence in the university by comparing faculty members and students from three academic programs: medicine, social sciences and engineering. The major findings of this study are: 1) all six groups scored higher for goal congruence on support goals than on output goals; 2) engineering student scores were the most incongruent with the current state of university goals, while medical student scores were the most congruent; and 3) the overall score for goal incongruence was medium. The implications of the findings are discussed.
ADMINISTRATIVE PATTERNS AND PROCESSES IN ONTARIO SCHOOL BOARDS
Authors: AUSTER ETHEL
Published: February 2008

The research reported in this paper focusses upon the following concern: the participants and procedures followed by the central office of boards of education in Ontario in the process of making policy decisions; the size of the central office staff responsible for administering the edcuational system; the changes that have occurred in the organizational structures of school boards in the past ten years. Twelve boards were selected taking into account such variables as size, type, structure, language, urbanization and location. Within each board, the director, the senior business official, and at least one supervisory officer were interviewed. In addition, directors' reports to governmental and professional agencies were analyzed. The findings illustrate that the complex, delicate process of “making policy” proceeds through a series of stages during which the influence of key actors shifts. Boards with a medium number of students enrolled were found still to have the lowest number of administrators—a pattern noted earlier by Hickcox. Finally, it is suggested that the delivery of education has undergone much experimentation, adaptation, and change during the 1970s and while the description of the administrative structure of boards developed earlier still tends to hold, it may also mask significant organizational configurations that have developed more recently.
THE DISCIPLINARY CLIMATE OF SCHOOLS
Authors: COHEN BARBARA , BARRINGTON THOMAS E.
Published: February 2008

This paper is a report of a study which examined patterns of misbehaviour and punishment in 52 secondary schools within the South Central region of the Education Department of Victoria, Australia, and considered their significance as indicators of the implicit values endorsed by the school and as measures of one aspect of school climate. The results of a factor analysis revealed the existence of four factors, reflecting differing values emphases within schools. A further statistical analysis led to the determination of four categories of climate, designated as “controlled”, “conflictual”, “libertarian” and “autonomous”. The characteristics of each school system were then considered in relation to these groupings.
IMPROVING THE ORGANISATIONAL CLIMATE OF SCHOOLS: AN EVALUATION OF AN INTERVENTION
Authors: JOHNSTON BRIAN , DEER CHRISTINE E.
Published: February 2008

This paper reports the results of an evaluation of Human Achievement Skills training course conducted by the South Australian Education Department for 17 principals and deputies. The courses were based on a Carkhuff training model and were highly structured. Evaluation data were collected from three sources: interviews with participants three months after the completion of the courses; interviews with selected members of their staffs three months after the courses; and completion by staff of organisational climate questionnaires before the course and six months after the course. The evaluation showed significant changes in the behaviour of the principals and deputies in a number of areas of the H.A.S. course.
SCHOOL EFFECTIVENESS: A RE‐EXAMINATION OF THE RESEARCH EVIDENCE
Authors: COLLARD JOHN L.
Published: February 2008

Research studies of school effectiveness over the past decades have produced inconsistent and mutually contradictory findings. Early studies reached optimistic conclusions that the level of school inputs were directly related to the levels of student achievement. These were contradicted by subsequent studies which maintained that schools have little effect on student achievement which is independent of background and social context. More recent studies have questioned the research techniques of their predecessors and have cautiously emphasized the relationship between process variables and achievement. The inconsistent findings of the various research studies serve to highlight the conceptual and methodological problems involved in the area of school effectiveness. There is a lack of consensus among researchers about which measures are valid indicators of school effectiveness and the heavy concentration upon easily measured cognitive performances constitutes a limitation and imbalance in the studies. Future studies need to operationally define school effectiveness in a manner which will enable a range of measures to be taken which are valid, reliable and comprehend the full range of school effects if stronger conclusions are to be drawn. More sophisticated research techniques are also needed to identify process variables which relate to school effectiveness.
A DATA BASED MODEL OF HOW TEACHERS COPE WITH WORK STRESS
Authors: BLASE JOSEPH J.
Published: February 2008

While there has been considerable research in the general area of teacher stress, little attention has been given to studying how teachers actually cope with work stress. A review of the available literature reveals that no models of teacher coping exist which have been developed directly from the study of teachers. This paper describes a data‐based taxonomy of behaviors that teachers use to cope with work stress and the perceived effectiveness of such behaviors in dealing with stress. The taxonomy was constructed from data collected from school teachers located in several regions of the United States. How educational administrators can promote “organizational literacy” in teachers, thereby preparing them for the realities of the school as a work setting, is discussed. In addition, the proposed taxonomy is discussed in terms of its theoretical significance for future organizational research.
TRAINING IN EDUCATIONAL ADMINISTRATION: DEVELOPMENT OF AN AREA RESOURCE MODEL
Authors: McLEAN I.R.
Published: February 2008

This paper describes the evolution of educational administration training for secondary school principals and teachers in New Zealand's Central Region, following a national pattern of short withdrawal courses to train trainers who would themselves be expected to train others. Problems associated with this approach are examined, especially massive client resistance to theoretical approaches. The value of theory in such courses is seen in its encouragement of role conceptualization, and acceptable teaching material is designed to achieve this end without theoretical exposition, through the development of techniques seen as answers to specific school‐based problems, but implying the development of skills and concepts on a broader base. The management of time is seen as the critical entry point. In this way resource groups of teachers are trained to continue the autonomous development of administrative training in their own in‐service areas.
A MODEL FOR INSERVICE PROFESSIONAL DEVELOPMENT OF EDUCATIONAL ADMINISTRATORS
Authors: HASHIM PROFITHAN , BOLES HAROLD W.
Published: February 2008

The purposes of this study were twofold. The first was to develop a model and the second was to propose a set of task descriptions appropriate and necessary for implementing the model. The model developed has three crucial stages, i.e., Planning, Implementing, and Evaluating. Within each stage are four common steps, i.e., Analyzing, Developing, Operating, and Evaluating. The three stages and the four steps within each stage were derived from an exploration of various schools of thought represented in the literature on inservice projects and models. Several extant models were discovered, and two in particular influenced the development of this one, but all were perceived to have certain deficiencies. This new model was designed to incorporate the best features of the others, while eliminating their deficiencies. Since the development of the model was based on the advocacy and validity of stages and steps as established in the literature, the model was judged to be theoretically and philosophically valid.
PHILOSOPHY AND THE STUDY OF EDUCATIONAL ADMINISTRATION
Authors: WILLOWER DONALD J.
Published: February 2008

In this paper, which was presented at the second Inter‐American Congress on Educational Administration, held July 29‐August 2, 1984 in Brasilia, DF, Brazil, the author sketches criteria for a philosophy that could contribute to advancement in educational administration. He then examines some positions and issues in the light of the criteria.
PERMANENT PART‐TIME TEACHING: A NEW WAY TO WORK IN SECONDARY SCHOOLS
Authors: WOOD J.M. , COOPER J.
Published: February 2008

This study sought to investigate teacher perceptions of the cost/benefits associated with the introduction of Permanent Part Time Teaching (P.P.T.T.) into a large regional secondary school system. Data were obtained through the completion of a P.P.T.T. questionnaire. This instrument was designed to reveal a cost/benefit calculus associated with the introduction of P.P.T.T. for each of the following areas: effects upon teachers' working conditions; effects upon the market mechanism for teacher employment; effects upon the teaching and administration of schools; and effects upon social and personal interactions and lifestyle. A stratified random sample of 371 urban teachers and 282 rural teachers provided the data base for the study. It was found that the respondents in this study overwhelmingly support the introduction of P.P.T.T. within this region. The high ratio of obtained benefits to costs (4:1), using the level one assumption, clearly illustrates the magnitude of teacher support for the implementation of this work time innovation.
RESEARCH ON EFFECTIVE SCHOOLING: SOME IMPLICATIONS FOR SCHOOL IMPROVEMENT
Authors: DUIGNAN PATRICK
Published: February 2008

There is a vast amount of literature which identifies characteristics of effective schools and effective classrooms. This paper examines selected studies and their findings and provides an organizing framework which tries to relate these findings to one another and to the school and its environment. A number of implications for school improvement are discussed.
SCHOOL EFFECTIVENESS AND THE DISADVANTAGED SCHOOLS PROGRAM
Authors: WALKER ALLAN , MURPHY JOSEPH
Published: February 2008

The Disadvantaged Schools Program (D.S.P.) has been an important and integral part of education for many students in Australia for over a decade. The original goals and philosophy of the program still hold true today. However, we suggest that perhaps it is time to build on the foundation which has been developed by adding a much stronger academic strand as part of the overall D.S.P. mission. Recent school effectiveness findings offer a powerful and compatible opportunity for the D.S.P. to provide a more complete education for their students. The adoption of the school effectiveness characteristics by D.S.P. schools would not interfere with, but rather would enhance an already valuable program. The eight most important school effectiveness variables are reviewed in this article. We then argue that by combining the current focus of the D.S.P. with the focus of effective schools research, the overall quality of education received by students in Program schools can be enhanced. We argue that critical elements of the effective schools movement, such as emphasis on academic success and cognitive skills, can help create D.S.P. projects that produce a wider array of important student outcomes. By making effective school variables an important aspect of the D.S.P., we believe that both equity and quality will be emphasized to a greater extent than they are currently.
FROM MANAGERIALISM TO COMMUNICATIVE COMPETENCE: CONTROL AND CONSENSUS IN EDUCATIONAL ADMINISTRATION
Authors: WATKINS PETER
Published: February 2008

Traditional approaches to educational administration have generally reflected a managerial perspective which owed much to the principles of scientific management developed by F. W. Taylor. Technical concerns which have dwelt on “efficiency” and administration control have, however, ignored and masked the inequalities and ideologies around which organizations are structured. It is argued that critical theory may offer a means of exposing the forms of domination which repress human beings. For the German philosopher Jurgen Habermas critique is a powerful device to unmask unnecessary forms of domination which have been perpetuated by distorted communication. In contrast undistorted or ideal communication entails a pervasive democratic interaction which acknowledges that all participants have the capacity to take part in the making of meaningful decisions.
THE STUDY OF EDUCATIONAL ADMINISTRATION: A DEVELOPMENTAL POINT OF VIEW
Authors: ANTHONY RIFFEL J.
Published: February 2008

This essay considers educational administration in developmental terms and incorporates concern for culture and political ethics. It argues the need for theory of a different kind: partly empirical and partly moral; partly sympathetic and partly critical; and always concerned with the accomplishment, through deliberation, practice and the just use of power, of the best traditions of the culture in which it is located.
INSTRUCTIONAL LEADERSHIP TRAINING NEEDS FOR SCHOOL PRINCIPALS
Authors: JOHNSON WILLIAM L. , SNYDER KAROLYN J.
Published: February 2008

The central job thrust for principals has been redirected in recent years from school maintenance to instructional leadership. School districts have responded to the job expectations of the 1980's by directing the principal's leadership to managing instruction. Simultaneously the research community has studied effective schools to learn what principals and teachers do that influences student achievement gains. Numerous studies have now verified that the principal indeed is a key factor in the school's attempt to alter achievement norms. In the article, we shall first synthesize the results of effective schooling characteristics that have been identified by numerous researchers. Second, we shall discuss the development of a diagnostic instrument used to assess the training needs of principals in relation to instructional leadership tasks: school planning, staff and program development, and evaluation. Finally, the results of a recent study assessing principals' perceptions of their training needs will be reported.
THE PERCEIVED STRESS LEVELS OF PRIMARY AND SECONDARY PRINCIPALS
Authors: SAVERY LAWSON K. , DETIUK MICHAEL
Published: February 2008

The research reported in this article was conducted in Government schools in Western Australia. The results indicate that there was a problem concerning perceived stress among the principals. Two major stressors were identified, namely Role Overload and Role Conflict. However, primary principals were significantly more stressed than secondary principals. These stressors, and others which were measured, appeared to cause stress‐related illnesses such as hypertension and headaches. Suggestions are offered on how the Education Department can reduce the level of stress of its employees by such means as altering its leadership style and/or offering stress relief programmes.
INQUIRY INTO EDUCATIONAL ADMINISTRATION: THE LAST TWENTY‐FIVE YEARS AND THE NEXT
Authors: WILLOWER DONALD J.
Published: February 2008

Some trends in thought and research over the past 25 years in educational administration are explored. Then some suggestions concerning work that could become part of the research agenda during the next 25 years are presented.
CRITICAL THEORY AND EDUCATIONAL ADMINISTRATION
Authors: LAKOMSKI GABRIELE
Published: February 2008

Among recent criticisms levelled against traditional administrative theory those raised by adherents to the Critical Theory perspective have gained considerable influence. This paper examines their claim that Habermasian Critical Theory in particular is in a better position to solve the theoretical and practical problems of educational administration. The focal points of discussion are Habermas's fundamental categories of “interests” and the “ideal speech situation” since their theoretical coherence is a minimum requirement for the theory's validity and practical applicability. It is concluded that Critical Theory, while being the most ambitious attempt to date to provide a new, post‐positivist framework for social and administrative studies, has insufficient epistemological resources to justify its claims. As a result, the theory is driven to rational a prioris which deprive it of empirical content and relevance. Since Critical Theory claims to have reunited theory with practice, lack of empirical content would seem to disqualify the claim and render questionable the theory's value for educational administration.
DIMENSIONS OF INEFFECTIVE SCHOOL LEADERSHIP: THE TEACHERS' PERSPECTIVE
Authors: BLASE JOSEPH J.
Published: February 2008

The study reported in this paper examines teachers' perspectives on ineffective school leadership. Unstructured and structured interviews, open‐ended questionnaires, and observations were used to collect data from teachers in one urban high school in the southeastern United States. Data were collected and analyzed according to guidelines for grounded theory research. This paper describes factors teachers identified with ineffective school principals and the impact of these factors on the teachers and their relationships with other faculty, students, and parents. Theoretical ideas derived from the data are discussed. These ideas focus on relationships between school principal factors and the sociocultural context of the school.
PROFILE OF EXCELLENCE
Authors: Cullen Charles Philip
Published: February 2008

For most of his career, he was Principal of a number of Primary schools in various part of Queensland. In 1969, he was appointed Regional Director for the North West of Queensland, an area that extended from the Gulf of Carpentaria to the South Australian border. In size, it was three times that of the British Isles. From there he became Regional Director of the Northern Region, which extends from Prosperpine to Thursday Island, the second largest region in size in the State. In 1975 he became Director of Primary Education.
THE ROLE OF A UNIVERSITY IN NATIONAL DEVELOPMENT: A CASE STUDY OF MAKERERE UNIVERSITY
Authors: ALIGAWEESA MILLICENT A.K.
Published: February 2008

Throughout the world universities are expected to change to match changes in their host environment. In the developed world the value of higher education is often questioned for resources expended, while in developing countries education institutions are particularly valued for the contribution they can make towards national development. In Africa the contemporary view is that, to fulfil their role, higher education institutions have to move away from the traditional “Oxbridge” stance and operate in the context of their host societies. Universities in Africa have attempted to meet demands for relevance without basic alterations in academic styles, organization, governance or for most part in curricula. Herein lies the dilemma. This study investigates the role of Makerere University's contribution to the national development of Uganda. Data for the study are drawn primarily from interviews with key people in Ugandan Higher Education.
EDUCATIONAL ADMINISTRATION AND THE NEW PHILOSOPHY OF SCIENCE
Authors: EVERS COLIN W.
Published: February 2008

In this paper, which was presented at the joint annual conferences of the Philosophy of Education Society of Australasia and the Group for Research in Educational Administration and Theory held at the University of New England, Armidale, in September 1986, the author examines, from the perspective of the new philosophy of science, some of the arguments of two important critics of traditional views of science of administration; notably the arguments of Richard Bates and Thomas Greenfield. The author concludes that the new emerging views of science can sustain a science of administration that escapes their major criticisms.
LEADERSHIP BEHAVIOR OF PRINCIPALS AND THE ZONE OF ACCEPTANCE OF ELEMENTARY TEACHERS
Authors: HOY WAYNE K. , LEVERETTE BROWN BONNIE
Published: February 2008

Effective administrative authority involves willing rather than forced compliance; hence, a major concern of school principals should be to find strategies to increase the zone of acceptance among teachers. This research investigates the leadership behavior of principals and the personal characteristics of teachers as both are related to elementary teachers' professional zone of acceptance. Data from 46 elementary schools support the hypothesis that a large professional zone of acceptance for elementary teachers is nurtured by a principal's leadership style that combines both structure and consideration. The personal characteristics of individual teachers, however, were not as strongly related to zone of acceptance as predicted.
THE PRINCIPAL AS A CLIMATE FACTOR IN AUSTRALIAN SCHOOLS: A REVIEW OF STUDIES
Authors: BRADY LAURIE
Published: February 2008

This article surveys the four studies which examine principal behaviour as a factor of organizational climate in Australian primary schools, and which relates those factors to curriculum changes in the school. The survey reveals that while high principal supportiveness and low operations emphasis were related to innovativeness in general, and to specific examples of curriculum implementation, one study reports that high operations emphasis was related to a particular curriculum adoption. It is concluded that either one of the principal behaviours defined may be required depending upon the task to be accomplished in the school.
RESEARCH PERSPECTIVES ON ADMINISTRATIVE STRESS: CAUSES, REACTIONS, RESPONSES AND CONSEQUENCES
Authors: GMELCH WALTER H.
Published: February 2008

Stress intrigues and plagues the practitioner and researcher alike. Internationally over 100,000 books, journals and articles have dedicated their attention to the phenomenon of stress. Only within the past two decades have we seen the exponential proliferation of articles written about the stresses and strains of school administration (over 1300 articles since 1966). While early writings tended to be anecdotal in nature with little substantive connection to empirical evidence, the past ten years have seen refined interest from researchers.
PERCEPTIONS OF ROLE RELATED STRESS IN SENIOR EDUCATIONAL EXECUTIVES AND ITS RELATIONSHIP TO THEIR HEALTH
Authors: BERGIN MEL , SOLMAN ROBERT
Published: February 2008

How stressful is the role of inspectors of schools and senior educational administrators of a large state department of education? How do they compare with teachers and other professional groups in the perception of their occupational stress? The purposes of this study were (1) to determine the prevalence of self‐reported role related stress in senior educational executives, (2) to examine the influence of biographical characteristics on their perceptions of stress, (3) to investigate the sources of perceived stress, and (4) to test for evidence of ill‐health or other negative coping processes. The paper presents the general findings and reveals some significant relationships between general well being, personality type and physiological symptoms. Four reliable stress factors were extracted: teacher assessment, time management, disruption to family life, and aspects of representing the system. The data also show that this group claims significantly higher levels of affective disturbance than other professional groups. Insights gained from this study provide a guide for remediation that should be undertaken at both organisational and personal levels.
EDUCATORS' RESPONSE TO STRESS: TOWARDS A COPING TAXONOMY
Authors: GMELCH WALTER H.
Published: February 2008

Popular writers and academic researchers have added volumes of literature in the past decades to the study of occupational stress. Most data based studies have investigated the sources of stress while few have addressed how educators cope with their job pressures. Current research on coping provides a wide‐ranging assemblage of fragmented coping techniques or categories of coping that have been theorized but not tested. This study is advanced as a means of overcoming some of the previous shortcomings by: (1) identifying specific coping techniques helpful to educators in handling the tensions of their jobs; (2) clustering the reported techniques into interpretable coping categories; (3) assessing the number and frequencies of coping techniques used by educators; and (4) identifying similarities and differences in coping responses. The results of this study suggest a possible coping taxonomy from which educators could seek stress reduction through a balance of seven coping categories.
PERSPECTIVES ON SCHOOLS: METAPHORS AND MANAGEMENT IN EDUCATION
Authors: BREDESON PAUL V.
Published: February 2008

Metaphors are revelatory of the perceptions, values and behaviors of school administrators. Through transfer of meaning, metaphors attempt to broaden perspectives, enhance understanding and provide insight into the organization, operation and administration of school. What effect do metaphors, whether verbalized openly, expressed symbolically, or camouflaged in organizational structures and behaviors, have on schools and their operations? What influences, if any, are there if school administrators liken the activities and administration of their schools to an assembly line operation? A ticking clock? A garden? A mirror of society? A museum? Or, candy machine? The purpose of the paper is to address these two questions by: presenting a variety of images, similes, metaphors, and analogies used to describe the purposes of and the organization, operation and administration of public schools; examining what six particular metaphors contribute to an understanding of various characteristics and dimensions of schools; and finally, analyzing what these metaphors mean in terms of how educational administrators conceptualize schooling, interpret their administrative role, and put their knowledge, skills, attitudes and values into practice. The paper includes a discussion of the potential of metaphor in terms of its implications for the practice of administration in schools, for the training of educational leaders, for the construction of theory, and for the development of a philosophy of educational administration.
AN EVALUATION OF SOME SENIOR COLLEGES
Authors: FRASER BARRY J. , WILLIAMSON JOHN C. , TOBIN KENNETH
Published: February 2008

A report is provided of an evaluation of two “Senior Colleges” designed to offer viable alternatives to traditional secondary education for students above the age of compulsory schooling. The evaluation involved several researchers working independently and information collected using a variety of both quantitative and qualitative methods (including student and staff interviews and questionnaire surveys, nominal group procedures with staff and administration of instruments assessing student perceptions of classroom‐level and teacher perceptions of school‐level environment). The most striking finding emerging from almost every aspect of the evaluation was the success of the Colleges in creating a positive ethos for both students and staff. Some of the areas of concern which were identified included a relatively low level of student cohesiveness, confusion about the purpose of the Colleges, the distracting behaviour of some younger students and staff's conditions of service.
ATTRIBUTION AS EFFECT: AN OUTSIDER PRINCIPAL'S SUCCESSION
Authors: WEAVER HART ANN
Published: February 2008

The study of succession effects on organizational performance has resulted in findings ambiguous at best. Succession has been found to have positive, negative and neutral impacts on a variety of outcome measures. While most studies have focused on performance outcomes, an alternative research approach is to examine the sense making experience of members of the organization during succession to better understand the process and its impact on participants. The paper reports the personal sense making experience of a successor to the principalship, adding to the literature exploring other participants' views. The successor found that the validation of her legitimacy as a new leader led to actions on the part of organizational members and the attribution of positive observed results to her principalship. Further exploration of attribution as a causal factor rather than as rationalization for unexplained outcomes is proposed. Implications for research and practice are discussed.
THE EFFECTS OF NEEDS, ORGANIZATIONAL FACTORS AND TEACHERS' CHARACTERISTICS ON JOB SATISFACTION IN KINDERGARTEN TEACHERS
Authors: AVI‐ITZHAK TAMARA E.
Published: February 2008

The purpose of this study is to (a) identify and assess perceived professional needs of kindergarten teachers, (b) identify perceived professional needs, organizational factors and teachers' characteristics which significantly discriminate between “satisfied teachers” vs. “dissatisfied teachers” and (c) assess their relative contribution to the discriminant function. Ninety‐three female kindergarten teachers from one school district of a major city in Israel participated in the study. Factor analysis yielded five factors collectively accounting for 62.4 percent of the explained variance. These factors — esteem, autonomy, self‐actualization, security and social — correspond to Maslow's hierarchy of needs. Results indicate that teachers are most satisfied on the two lower needs — security and social — and are less satisfied on higher needs — esteem, autonomy and self‐actualization. Results obtained from the discriminant analysis demonstrate the significant role of the three higher needs — age, teaching experience and organizational complexity — in differentiating between satisfied and dissatisfied kindergarten teachers.
CURRENT ISSUES IN PROFESSIONAL DEVELOPMENT IN DEVELOPING COUNTRIES: A PERSONAL VIEW
Authors: WEEKS JOHN
Published: February 2008

This is a personal review of conditions which can influence the well‐being of educational administration in developing countries. After over thirty years working with local colleagues in a variety of overseas countries in professional and administrative jobs ranging from divisional education officer, teachers college principal and personnel officer to director of a university institute of education and ministry of education adviser in a system divided by two European languages, the author looks at those influences often forgotten: the myths; the external pressures; the selection of appropriate policies and strategies; personnel and training programmes; and the problems of providing adequate professional support.
ASSESSING AND SUPPORTING QUALITY IN THE LIBERAL ARTS: THE ROLE OF THE CHIEF LIBERAL ARTS ACADEMIC OFFICER
Authors: RICHARD McFERRON J. , LYNCH DAVID M. , BOWKER LEE H. , KNEPP DEBORA L.
Published: February 2008

Using data from a random sample of chief liberal arts academic officers in American colleges and universities, the authors have examined formal methods for evaluating the liberal arts, resource allocation policies of chief liberal arts academic officers, and factors which influence these evaluations. The liberal arts are defined as the natural sciences, social sciences, and humanities. Data were presented on 14 evaluation factors related to distinct dimensions of department and program excellence. Findings suggest that “resources for excellence” are unevenly distributed among departments. If the educational goal of the 1980s — quality education — is to be met, these inconsistencies in resource allocations must be corrected.
NUMERICAL ANALYSIS OF CONVECTION‐DIFFUSION PROBLEMS USING THE BOUNDARY ELEMENT METHOD
Authors: WROBEL L.C. , DE FIGUEIREDO D.B.
Published: February 2008

This paper presents a boundary element formulation for transient convection‐diffusion problems employing the fundamental solution of the corresponding steady‐state equation with constant coefficients and a dual reciprocity approximation. The formulation allows the mathematical problem to be described in terms of boundary values only. Numerical results show that the BEM does not present oscillations or damping of the wave front as appear in other numerical techniques.
MIXED LAMINAR HEAT AND FLUID FLOW IN FLOW‐THROUGH OPENED TRAPEZOIDAL COOLING CHAMBERS OF LOW ASPECT RATIOS
Authors: LEE T.S.
Published: February 2008

Heat and fluid flow through a trapezoidal cooling chamber were studied numerically. Hot fluid is assumed inflow at some depth below the surface into one end of the chamber and withdrawn at another depth from the other end. The top of the chamber is exposed to the surrounding for cooling and the remaining side‐walls are all insulated. Inflow Reynolds number Ro considered is in the range of 100 to 1000 and the inlet densimetric Froude number Fo considered is in the range of 0.5 to 50.0. Numerical experiments show that the flow and temperature fields in the flow‐through trapezoidal chamber are strong function of both Fo and Ro. The submergence ratio D/do, chamber length to depth ratio L/D and chamber wall angles are also significant in influencing the flow fields. Comparisons were also made with available experimental and prototype data.
MASS ABSORPTION BY ANNULAR LIQUID JETS: III. NUMERICAL STUDIES OF JET COLLAPSE
Authors: RAMOS J.I.
Published: February 2008

A domain‐adaptive technique which maps the unknown, time‐dependent, curvilinear geometry of annular liquid jets into a unit square is used to determine the steady state mass absorption rate and the collapse of annular liquid jets as functions of the Froude, Peclet and Weber numbers, nozzle exit angle, initial pressure and temperature of the gas enclosed by the liquid, gas concentration at the nozzle exit, ratio of solubilities at the inner and outer interfaces of the annular jet, pressure of the gas surrounding the liquid, and annular jet's thickness‐to‐radius ratio at the nozzle exit. The domain‐adaptive technique yields a system of non‐linearly coupled integrodifferential equations for the fluid dynamics of and the gas concentration in the annular jet, and an ordinary differential equation for the time‐dependent convergence length. An iterative, block‐bidiagonal technique is used to solve the fluid dynamics equations, while the gas concentration equation is solved by means of a line Gauss‐Seidel method. It is shown that the jet's collapse rate increases as the Weber number, nozzle exit angle, temperature of the gas enclosed by the annular jet, and pressure of the gas surrounding the jet are increased, but decreases as the Froude and Peclet numbers and annular jet's thickness‐to‐radius ratio at the nozzle exit are increased. It is also shown that, if the product of the inner‐to‐outer surface solubility ratio and the initial pressure ratio is smaller than one, mass is absorbed at the outer surface of the annular jet, and the mass and volume of the gas enclosed by the jet increase with time.
LEAST SQUARES FINITE ELEMENT SOLUTION OF COMPRESSIBLE AND INCOMPRESSIBLE FLOWS
Authors: LEFEBVRE D. , PERAIRE J. , MORGAN K.
Published: February 2008

We investigate the application of a least squares finite element method for the solution of fluid flow problems. The least squares finite element method is based on the minimization of the L2 norm of the equation residuals. Upon discretization, the formulation results in a symmetric, positive definite matrix system which enables efficient iterative solvers to be used. The other motivations behind the development of least squares finite element methods are the applicability of higher order elements and the possibility of using the norm associated to the least squares functional for error estimation. For steady incompressible flows, we develop a method employing linear and quadratic triangular elements and compare their respective accuracy. For steady compressible flows, an implicit conservative least squares scheme which can capture shocks without the addition of artificial viscosity is proposed. A refinement strategy based upon the use of the least squares residuals is developed and several numerical examples are used to illustrate the capabilities of the method when implemented on unstructured triangular meshes.
THERMAL ANALYSIS OF SPACE TRUSSES INCLUDING THREE‐DIMENSIONAL EFFECTS
Authors: RAND OMRI , GIVOLI DAN
Published: February 2008

A numerical procedure is devised for the thermal analysis of three‐dimensional large truss‐type space structures exposed to solar radiation. Truss members made of an orthotropic material with a closed thin‐walled cross‐section of arbitrary shape are considered. Three‐dimensional thermal effects are taken into account in the analysis. In the proposed method, the governing equations are first put into a weak form. Then the Galerkin finite element method is applied with respect to the axial coordinate of each truss member. The circumferential variation of the temperature is treated by a symbolically‐coded harmonic balance procedure. The interaction between the various truss members is controlled by an iterative scheme. As a numerical example which demonstrates the proposed method, the temperature distribution in a parabolic dish structure is found. The results are compared to those obtained by standard one‐ and two‐dimensional analyses.
SIMULATION OF TRANSIENT THREE‐DIMENSIONAL NATURAL CONVECTION AND SATURATED POOL BOILING
Authors: ELRAIS K.A. , ECKERLE W. , AHMADI G. , ERASLAN A.H.
Published: February 2008

A three‐dimensional, two‐phase computational model for simulating boiling‐enhanced mixed convection in free‐surface flows is presented. The associated constitutive models for the thermophysical and transport properties are described. A computational model incorporating the discrete‐element analysis was used to simulate the multi‐dimensional, two‐phase flow around a heated chip in a test tank filled with Freon‐(R113). Two and three‐dimensional simulations of both natural convection and nucleate boiling heat transfer regimes are presented. The velocity field, the temperature distribution, and the vapour concentration profiles are evaluated and discussed. The simulated heat fluxes are compared with the available experimental data. While the heat fluxes from the two‐dimensional simulation agree with the fluxes calculated for the three‐dimensional case, the flow in the tank is essentially three‐dimensional. The results show that there are secondary flows which cannot be captured by a two‐dimensional model. The heat flux in the boiling heat transfer regime is only about ten times larger than that in the natural convection regime due to the small vapour concentration in tank.
NATURAL CONVECTION WITHIN A SIMPLIFIED MODEL OF THE HUMAN EYE
Authors: GARG VIJAY K.
Published: February 2008

A finite difference solution for steady natural convective flow within the human eye, modelled as a sphere with a specified temperature distribution over its surface, has been obtained. The stream function—vorticity formulation of the equations of motion for the unsteady axisymmetric flow is used; interest lying in the final steady solution. Forward differences are used for the time derivatives and second‐order central differences for the space derivatives. The alternating direction implicit method is used for solution of the discretization equations. Local one‐dimensional grid adaptation is used to resolve the steep gradients in some regions of the flow at large Rayleigh numbers. The break‐up into multi‐cellular flow is found at high Rayleigh numbers. Results identify regions of stagnant fluid in locations similar to those of blind spots in the eye.
NUMERICAL STUDY OF A PURE METAL MELTING IN PRESENCE OF TURBULENT NATURAL CONVECTION
Authors: WU YONGKE , LACROIX MARCEL
Published: February 2008

Melting of pure metal in presence of turbulent natural convection with Rayleigh number ranging from 106 to 109 has been studied numerically. The governing equations are formulated in terms of stream function—vorticity—temperature and the moving distorted solid/liquid interface is tracked using body‐fitted coordinates. The turbulent flow is taken into account using an algebraic eddy‐viscosity model with Prandtl's mixing length. Results indicate that turbulent natural convection plays a more significant role than laminar flow in the process of melting. Heat transfer and melting rates are significantly increased and a correlation for the average Nusselt number at the heated wall in the quasi‐steady melting regime is proposed.
FLOW OF A NEWTONIAN FLUID BETWEEN ECCENTRIC ROTATING CYLINDERS
Authors: SAATDJIAN ESTEBAN , MIDOUX NOEL
Published: February 2008

The flow between eccentric rotating cylinders when either the outer or inner cylinder is stationary is analysed both for the creeping flow approximation and for the case when inertial effects are not negligible. Numerical solutions are obtained using a finite difference ADI scheme and a fine orthogonal bipolar coordinate grid. When the centres of the two cylinders are far enough, a two‐dimensional recirculation zone appears in the region where the gap spacing is greatest. On increasing the eccentricity, the recirculation zone becomes bigger and the separation and reattachment points move towards the region of narrowest gap. Further increase of the eccentricity results in the formation of a saddle point between the cylinders at the region of narrowest gap. As the Reynolds numbers increases, inertial effects modify slightly the recirculation region; the separation point moves upstream and the reattachment point moves downstream when either the inner or the outer cylinder rotate.
FINITE ELEMENT ANALYSIS OF A PARTITIONED CAVITY UNDER MIXED THERMAL CONDITIONS
Authors: GHOSH P.K. , SARKAR A. , SASTRI V.M.K.
Published: February 2008

Natural convection in a square cavity with a centrally located partition is considered. While one of the side walls is fully active, the other is partly insulated. Numerical simulation, based on the finite element method, has been carried out for different lengths of the active surface. The results have been compared with the cases when the cavity is without partition as well as the case of a partitioned cavity with fully active side walls.
A FINITE ELEMENT METHOD FOR CONDUCTION, INTERNAL RADIATION, AND SOLIDIFICATION IN A FINITE AXISYMMETRIC ENCLOSURE
Authors: BRANDON S. , DERBY J.J.
Published: February 2008

A finite element method for the analysis of combined radiative and conductive heat transport in a finite axisymmetric configuration is presented. The appropriate integro‐differential governing equations for a grey and non‐scattering medium with grey and diffuse walls are developed and solved for several model problems. We consider axisymmetric, cylindrical geometries with top and bottom boundaries of arbitrary convex shape. The method is accurate for media of any optical thickness and is capable of handling a wide array of axisymmetric geometries and boundary conditions. Several techniques are presented to reduce computational overhead, such as employing a Swartz‐Wendroff approximation and cut‐off criteria for evaluating radiation integrals. The method is successfully tested against several cases from the literature and is applied to some additional example problems to demonstrate its versatility. Solution of a free‐boundary, combined‐mode heat transfer problem representing the solidification of a semitransparent material, the Bridgman growth of an yttrium aluminium garnet (YAG) crystal, demonstrates the utility of this method for analysis of a complex materials processing system. The method is suitable for application to other research areas, such as the study of glass processing and the design of combustion furnace systems.