bluuebunny/crossref_metadata_2025 huggingface dataset:
Why it pays to assemble with molten metal
Authors: Graham Eric P.
Published: February 2008

The benefits of assembly of components by injection of molten metal are described in detail in this article.
Matching the equipment to the job
Authors: Skoog Hans , Holmqvist Ulf
Published: February 2008

This paper discusses the advantages associated with the use of programmable automatic assembly systems. Different types of assembly equipment are examined with respect to parameters such as production volume, number of variants, functional reliability, and time required for design and installation.
Surface mounting improves productivity
Authors: Rowland Robert J.
Published: February 2008

Surface mounting technology is beginning to be used in commercial electronic products. This paper discusses the advantages of the technology and outlines the methods of assembly.
Precision and organisation in part feeding
Authors: Hartley John
Published: February 2008

Japanese companies are following established lines in parts feeding — but have added precision and good organisation.
Product design for general purpose assembly
Authors: Redford A.H.
Published: February 2008

For the last two years work has been in progress at the Universities of Massachusetts and Salford on ‘Design for general purpose assembly’. The first edition of a handbook will become available shortly, and it will be complemented later in the year by a software package.
Design for assembly — a case study
Authors: Kähler S.
Published: February 2008

A paper presented at the Paris Assembly Automation conference dealt with a typical project concerning assembly automation of an LPG gas valve which had not been designed for automatic assembly. A series of suggestions for design modifications were proposed with the purpose of simplifying assembly.
Keep control of component orientation
Authors: Richardson Barry
Published: February 2008

A key factor in the economics of automated assembly is the cost of presenting parts in the correct orientation to the assembly machine
Robots take to the assembly lines
Authors: Hartley John
Published: February 2008

Nissan starts to use robots in car assembly, while Toyota keeps automation to the minimum in latest engine factory
Automation extends to micro ‐ assembly
Authors: Smart Roger
Published: February 2008

Where human operators find assembly almost impossible because of the microscopic size of the work. Concentric Production Research is meeting success in automating the work.
Flexible assembly lines for precision engineering
Authors: Lotter Bruno
Published: February 2008

As flexible automation is demanded for products of increasing complexity, it becomes practicable to link flexible assembly cells into assembly lines.
Part presentation costs in robot assembly
Authors: Boothroyd G. , Dewhurst P. , Lennartz C.C.
Published: February 2008

The authors assess the suitability of different types of parts presentation devices in a variety of robotic assembly situations.
Designing fasteners for automated assembly
Authors: Price Gordon
Published: February 2008

Automated installation of fasteners makes special demands both on their design and on their reliability.
Automated connector assembly
Authors: Howell Thomas A.
Published: February 2008

Cylindrical connectors are assembled automatically by robot at a rate of 12 seconds per termination.
Flexible assembly using robots
Authors: Archer Richard
Published: February 2008

THE phrase ‘designed by computer, built by robots’ was a nice marketing approach which made the most of the high‐technology attributes of the product—a family car. The production processes were indeed highly automated, but ‘built by robots’? That depends on what is meant by ‘built’.
Increasing the availability of assembly systems
Authors: Wiendahl H.‐P. , Ziersch Wolf‐Dietmar
Published: February 2008

Detailed study of the causes of stoppages in 40 automatic assembly systems has led to the development of guidelines for improving their availability
Precision surface mount assembly
Authors: Altendorf John M.
Published: February 2008

The demand for miniaturised electronic components has surged and new production methods have had to keep pace. Manual assembly of miniature SMDs is a highly repetitive task with costly parts and uneven quality
Software aid to design for assembly
Authors: Redford Alan
Published: February 2008

Product design for robot assembly is assisted by a new software package developed at the University of Salford
Marconi integrates design and test equipment through open networks
Authors: Hollingum Jack
Published: February 2008

The first fruit of the new Marconi Instruments Automation Division is an integrated system for computer‐aided design and test—and ultimately manufacture—of electronic products.
Assembling, testing, packing — in one flexible system
Authors: Laukenmann Erich
Published: February 2008

Four assembly and four manual workstations make up a line for producing four types of potentiometer.
Advanced parts orientation system has wide application
Authors: Hitakawa Hajime
Published: February 2008

Engineers at Sony have developed a system for small‐lot automated assembly of a wide range of parts.
Picking the parameters to ease automation of assembly
Authors: Chay D. , Lenz E. , Shpitalni M.
Published: February 2008

Special software in a CAD system can help a designer evaluate an assembly and redesign it for automation.
Can Catholic Schools Be Administered Democratically?
Authors: FOGARTY RONALD
Published: February 2008

There is a persistent image of the Catholic Church as an authoritarian institution which is opposed to democratic practices. While it is true that the Church retains its right to be authoritarian in what pertains to faith and morals, it is not true that the Church believes it must or should be authoritarian in all matters. So long as the primary ends of administration are assured, the church is not necessarily concerned with the actual form of administration adopted. In recent times, although there has been no negation of the doctrine that all authority is granted by God, the Church has displayed an increasing sympathy for democratic ideals. Indeed, the Church's own institutions have for centuries followed democratic administrative procedures and the more wide‐spread adoption of such procedures in Catholic schools is to be highly commended.
Inspection with a Difference
Authors: Wilson Percy
Published: February 2008

There are strong affinities and similarities between Her Majesty's Inspectors and the inspectors of schools employed by the Australian States, but there is one important difference between them. The Australian inspector spends much of his time assessing teachers and making recommendations for their promotion and appointment, while the H.M.I. is more of a professional consultant to central and local authorities and to schools, and he has little influence on the progression of individual teachers. Australian inspectors appear to have had longer teaching experience than H.M.I.‘s and they certainly carry out a wider range of duties. They seem to be more concerned with in‐service training, curriculum construction and research than are their British colleagues. H.M.I.'s, however, appear to be more scholarly and they are more resolute in pressing professional criticisms than are the Australians. Nearly one‐third of H.M.I.'s are women. In Australian school systems there is a marked and unfortunate paucity of women inspectors.
Is Educational Administration a Profession in Canada?
Authors: FLOWER GEORGE E.
Published: February 2008

Educational administration, and particularly the school superintendence appears to be an emergent profession in Canada. There are over one thousand superintendents (chief education officers) in Canada. These officers, though still concerned with “quality control” in education, are turning from prescription and enforcement to guidance, stimulation and co‐ordination. There is a growing emphasis on academic preparation for the position: a post‐graduate degree is is required in all but three provinces. Nearly all superintendents are members of professional organizations, though none of these organizations enforces professional improvement upon its members. Canadians can look forward to the day when minimum qualifications for the superintendency will include appropriate graduate work beyond the masters' level or a full internship. Yet ways will have to be found to keep the outstanding master teacher from wasting his talents in the name of promotion by becoming a mediocre administrator.
The Headmaster as Administrator of the School Community
Authors: BROWN MAURICE
Published: February 2008

A school is an organisation. As such it is worthy of study, as is the job of its senior administrator, since it is his task to make educational resources effective. The fundamental objectives of the organisation must be clearly understood; its organisational structure clearly thought out. Attention needs to be paid to delegation, which not only gets work done, but develops the people who do it; to co‐ordination, whose best springs are found in staff involvement; to control, where there is no substitute for personal observation; to communication, upon which not only efficiency but morale, depend; to assessment, which measures the extent of the achievement of fundamental objectives. When a teacher takes charge of a school, he becomes an administrator, which will involve his learning new basic lessons, especially in the task of plain, undelegatable leadership.
Teaching and Research in Educational Administration
Authors: WALKER W.G.
Published: February 2008

The administrative revolution has barely touched the schools of Australia. One reason for this is the preoccupation with teaching of those who should be administering. Although schools present remarkable opportunities for staff involvement, “the power of the group” is rarely released. The post‐graduate courses in educational administration offered by the University of New England seek to challenge the administrator to look beyond the confines of his own experience, to recognize the powers inherent in group activity and to accept the existence of a discipline of administration. These goals are sought through the teaching of foundation and professional courses in which theoretical and comparative aspects of the discipline are emphasised. There is a marked paucity of research in educational administration. Administration is still largely a pragmatic process and it is likely to remain so until those teaching and researching in the area can clearly identify and organize in logical manner the content of the discipline and arrive at a common language to describe administrative behaviour.
Fact and Value in University Decision‐Making
Authors: RAYNER S.A.
Published: February 2008

Simon, in his Administrative Behavior presents a systematic theory of administration which emphasizes correct decision‐making. Decision‐making has a factual and an ethical content; it always requires the comparison of alternative means in terms of the likely consequences. Thus a policy‐making body must have ready access to advice and information, particularly on the consequences of alternatives. Some universities in Britain, U.S.A. and Australia have set out deliberately to formulate their values or ultimate objectives. In Australia the publication of the Murray Report and of the reports of the Universities Commission have made much more likely the formulation of a set of values acceptable to university administrators as a guide for decision‐making. Further, a beginning has been made in the collation of factual data which might bear on these values, for example in the area of staff‐student ratios. With the general acceptance of computers and offices of institutional research there is a greater likelihood of clarifying objectives and of testing the extent to which they are being met, as a guide to effective decision‐making.
Organisation Theory—A Personal Review
Authors: WILLETT F.J.
Published: February 2008

There is a rapidly growing interest in organisation theory, rather than in organisation per se. There have been several groups of theoretical formulations in the field: the classic axioms of the “principles of management process” approach to organisational problems; the decision theorists with their allies in the mathematical school; and two or more rather heterogeneous groups of social behaviourists that centre respectively on Human Relations and on the industrial sociologists. In fact, it is doubtful whether human organisations are comprehensible in the whole in terms of the analytical apparatus that we have at our disposal. This suggests that no “general theory” of organisation is likely to prove adequate, but it docs not deny that partial models are of value for analysis and prediction. The most rewarding such theories appear to be those which, like those of Brown and Paterson, centre on the sociological concept of “role”.
The Inspectorate in New South Wales: A Critical Comment
Authors: EASTWOOD G.R.
Published: February 2008

O. R. Jones's paper “The Inspectorate in New South Wales” contains several inconsistencies and contradictions and reveals a disturbingly uncritical attitude. The terms he uses are not clearly defined but the implication of the terms is that neither inspectors nor teachers in New South Wales enjoy a measure of professional freedom consistent with their role in a democratic community. Certainly no attempt is made to deduce the assumptions underlying the criteria of inspection, and to examine their validity.
Some Thoughts on the Administration of Teacher Education
Authors: MUIR G.W.
Published: February 2008

The administration of teacher education is at present undergoing close scrutiny in several Western nations. In U.S.A., where most teachers are prepared to state‐determined standards by universities, there are accusations that the accrediting associations are in the hands of an Establisliment which discounts academic courses and places a premium on orthodoxy. In England the recently introduced three‐year colleges are under fire and the Robbins Committee has recommended the award of degrees by Colleges of Education (the old training colleges) whose link with the universities will be strengthened. In Scotland teacher preparation remains separated from the universities, the Colleges of Education being Independent bodies co‐ordinated by a body of professional teachers — the Scottish Council for the Education of Teachers. In Australia, which has often followed Scottish example, it seems likely that teacher preparation, at present the responsibility of state education departments, will become the responsibility of the profession itself, as in Scotland.
A High School Staff as a Group
Authors: WILSON K.J.
Published: February 2008

A principal should expect to get no more out of his staff than he puts into it. Recent leadership theory stresses the importance of involving the staff group in decision making and action taking. The involvement of a staff group in an Australian rural high school was investigated and it was found that little communication took place on school matters, that there was little involvement in decision making, that the goals of the group were confused. Although the power of the group was not being released there was a considerable interest by the staff in the possibility of their being given a share in decision making. There appear to be strong arguments, in the interests of the education of children and of staff morale, for the maximum involvement of staff members in all phases of the operation of the school.
School Size: Its Influence on Pupils
Authors: Campbell W.J.
Published: February 2008

The studies of school size undertaken by the Midwest Psychological Field Station at the University of Kansas indicated that while students in large schools were exposed to a larger number of school activities and the best of them achieved standards in many activities that were unequalled by students in the small schools, students in the small schools participated in more activities, their versatility and performance scores were consistently higher, they reported more and “better” satisfactions and displayed stronger motivation in all areas of school activity. Although there has long been evidence from industrial psychology that the larger and more bureaucratically efficient the organization the greater the degradation of the individual, this knowledge has had little influence upon schools, and the widespread concern for the organization man has not been accompanied by a similar concern for the organization child.
Theory and Practice in Educational Administration
Authors: WALKER W.G.
Published: February 2008

We school administrators, like “practical” men everywhere, claim to have little use for theory. In this we delude ourselves, for we all theorize. The real distinction lies not between theory and practice, but between good theory and bad theory. Good theory is a hypothesis which has undergone verification and which has potential for explaining and predicting events, and for the production of new knowledge. The development of theory, with its constant demand for semantic accuracy and simplicity, is essential as a guide to research, and as a guide to action (e.g. in administration) where it should be regarded as a relational map rather than as an itinerary. The work of Halpin, Guba and Getzels, for example, illustrates that no theory is likely to be the theory. The development of a science of administration is dependent upon such theories. The alchemist described his observations in a half‐mythical language full of metaphors and allegories, not In scientific concepts. Today we appear to live only in an age of educational alchemy.
The Social Aims of an Independent School
Authors: PATERSON I.W.
Published: February 2008

This paper presents some preliminary and tentative observations selected from a more ambitious study of the social aims of an Australian independent (i.e. non‐govemment) school. While religion is claimed to underlie the whole structure of the school's aims, a survey of the attitudes of boys, parents, teachers, and old boys clearly demonstrated that learning about formal religion, at least, was regarded as one of the least important of the school's tasks. There was also some evidence that the school had not succeeded in fostering the Christian belief in charity by way of service rather than by way of money. Further, although it is often claimed that in the independent school teachers are parent surrogates and consequently responsible for boys' ethical problems, very few boys said that they would approach teachers with problems of a personal nature. Independent schools were established as a protest against the secularization of education. In such schools religion should become the workshop‐laboratory for reasoning about, and discussion of boys' problems, and should be the core of the individual's self‐realization.
Role Perception by Members of University Governing Bodies
Authors: MCCAIG R.
Published: February 2008

Using models of social behaviour in small organizations developed by J. W. Getzels and E. G. Guba, an attempt has been made to investigate the role expectations of the members of the governing councils of two Australian universities whose membership was drawn from academic, government and business circles. It was found that not only were the expectations of the members about the functions of the body itself and of themselves fewer than might be expected, but also, arising from the membership patterns, there were important areas of the institution's functions where expectations were in opposition. There appear to be fruitful areas for research not only into the rationale for the commonly accepted membership pattern of university governing councils but also into ways of increasing their effectiveness.
Differentiating Teachers‘ Salaries
Authors: STEFFENSEN JAMES P.
Published: February 2008

Most United States public school teachers arc paid in accordance with a salary policy which recognizes two dimensions—level of educational attainment and years of experience. Attempts to introduce a “merit” dimension have usually been abandoned. Proponents of this system have frequently justified their position on the theme of “improvement of instruction”, but it is difficult to accept the claim that there is a unique relationship between the differential and motivation regardless of the amount of the differential. Thorough evaluation and supervision programs are carried out by schools regardless of their salary programs. Yet, considerable interest exists in increasing maximum salary levels on a differential basis, if only to attract to teaching the most capable university graduates. One possible solution is the adoption of additional payments for positions of responsibility, preferably with the teachers’ organizations having a voice in the determination of the rank and pay of their colleagues.
Management Games
Authors: DERWENT S.
Published: February 2008

Management games are used in management training to give participants a chance to make decisions and undergo experiences not usually available to them in the real world. Participants are asked to fill a role in the organization which requires them to make decisions and exercise particular skills. The games allow for the telescoping of time, the avoidance of the financial risk associated with real‐life decisions and provide opportunities for participants to measure their own performance against those of their peers from other organizations. The “in‐basket” technique, which comprises a number of business papers upon which the administrator must base his decisions, is a refinement of the game. In the Institute of Administration at the University of New South Wales management games are used as teaching aids to supplement other techniques of management training.
A Note on Departmentalization in an Institute of Technology
Authors: DUFTY N.
Published: February 2008

In this article recommendations are made on departmentalization in an institute of technology based on the research findings drawn from the field of organization theory. In the first place, it seems that the critical factor so far as organizational objectives is concerned is the conversion of the high level goal of the organization into operational sub‐goals for the various sub‐groups. Secondly, a consideration of motivational factors indicates that structuring each of the sub‐organizations around a “whole task” has important advantages. In the light of the discussion of the objectives of an institute of technology it seems appropriate that the departments should be goal‐oriented and should do their own teaching in the central and peripheral disciplines rather than use service departments. Care would have to be taken to ensure that these disciplines were taught by competent staff. It is likely that this would result in a coincidence of the departments' goals with those of the institute as a whole, a reduction of conflict within the organization, and the development of sound teaching by a multi‐disciplinary staff committed to the goals of the task‐oriented departments.
Decision‐Making as a Factor in the Administrative Process
Authors: MOORE T.J.
Published: February 2008

In this article the author discusses decision‐making, which he analyses into elements or stages—defining the problem, consideration of alternative courses of action, implementing the decision, and evaluation of action taken. As an example, he has taken the case where a decision has to be made whether or not to introduce team‐teaching into a school.
Education in New Guinea: Some Administrative Problems
Authors: LAMACRAFT K.R.
Published: February 2008

The organization and administration of education in the Territory of Papua and New Guinea is described. Reference is made to the unusual culture‐context in which the educationist carries on his work and some of the formidable obstacles—administrative and cultural—which have to be surmounted are vividly portrayed.
Clinical and Humanistic Training as a Foundation for Effective Administration
Authors: BLOCKER CLYDE E.
Published: February 2008

The change from the “mechanistic” to the “behavioural” view of the administration process is discussed and the point emphasized that the work of the administrator is essentially concerned with the relationship between organizational and personal needs. It is argued that the implications of this for the training of administrators are the necessity for (1) a broadly based liberal education, (2) training in the technologies of the organization he is to administer, (3) some intensive work in the area of the social sciences, and (4) at least a year spent in the study of administration as an applied science.
Some Effects of High School Consolidation upon the Out‐of‐School Experiences of Pupils
Authors: CAMPBELL W.J.
Published: February 2008

This is the second part of a study on high school consolidation undertaken by Professor W. J. Campbell when he was a Visiting Professor of Psychology at the University of Kansas. The first part, which concerns the effects of consolidation upon school experiences, is published in Big School—Small School, edited by R. G. Barker and P. Gump (Stanford University Press, 1964).
Secondary School Superintendents: Teacher Loads, Time Allocations, and Effectiveness
Authors: WALKINGTON A.H.
Published: February 2008

An attempt is made to compare the “effectiveness” of secondary school inspectors in the six Australian states. This is done by the use of two “intermediate” criteria—the number of teachers for which each inspector is responsible and the way in which time is allocated amongst the tasks involved in the role of inspector.
Change and Organizational Climate
Authors: HALPIN ANDREW W.
Published: February 2008

The task of changing the organizational climate of a school is only one tiny example of the fundamental issue of permanence and change. This example can only be understood in the light of a broad social and intellectual matrix. Two prime questions are: Under what conditions can the organizational climate be changed? If it can be changed, what approach is most appropriate? There is a great deal that is not known about organizational climate. Research is needed into the development of norms, the control of variables in experimental situations, the effects of size and “human density” and the influence of bureaucracy. Though we may be anxious to change organizational climate, one thing is clear—social change takes place slowly. To force its growth “out of phase” is to invite unanticipated social consequences. If the nature of social change is to be understood the planners, scientists, technologists need to maintain dialogue with each other. We must create in our society an “open” organizational climate that encourages the human dialogue.
Some Significant Research in Educational Administration
Authors: RAWLINSON R.W.
Published: February 2008

The increasing attention which is being given to educational administration is by no means limited to theory and practice. Indeed, the vital link between the two—research in educational administration—is becoming increasingly prominent. However, if these studies arc to make a contribution it is most necessary to consider their significance in both general and specific contexts. The purpose of this article is to discuss the nature and implications of a number of the more significant research studies. For clarity and case of treatment the studies have been grouped under three main headings: the organization; the educational administrator; the community. A further section is demoted to the question of methods of research. In the case of each study particular emphasis has been given to implications for both theory and practice. In addition an attempt has been made to indicate the possible scope for application of the findings and methods to the Australian scene.
Communication in a High School Staff
Authors: BRENNAN BARRIE
Published: February 2008

A communication diary was used to gather data on the oral communication of a small high school staff. The data were analysed to gain information on the patterns of communication in the organization. It was found that communication concerning school policy was an important activity of teachers—more so, in fact, than communication of a private and personal nature. Within the school hierarchy high status persons ranked high in communication on personal and private matters. The most senior members of the hierarchy seemed to be isolated from the personal or informal communication net. The results appear to have some implications for the allocation of teachers to staff rooms.
Preparation for the Administrative Internship
Authors: CHAFFEE LEONARD , McCARTY DONALD J. , RANDLES HARRY , TRUSTY FRANCIS M.
Published: February 2008

The State University of New York at Buffalo, Cornell University, The University of Rochester, and Syracuse University joined forces with Ford Foundation support to provide a summer experience for administrative interns. The program's central focus was the development of educational leaders. Interns from each of the four universities were brought to Cornell University. Interns and professors from each university in the program were viewed as a social system, providing an opportunity for participants to diagnose their own social behavior. Two factors contributed to the process: the creation of an “open” climate to foster inquiry and a high degree of cooperation among staff and interns. The first two weeks of the summer experience were devoted to sensitivity training which accomplished several related objectives: more accurate perceptions of self; increased accuracy in perceiving the effect and affect of one's behavior on others; greater understanding of interaction between groups and inductively derived understanding of social and behavioral theories. An instrument for evaluation was prepared by the interns. Among the “high points” they identified, two items were most frequently and about evenly mentioned: sensitivity training and day‐to‐day relationships. The reactions of the interns as a whole was an affirmation of the experience as a meaningful contribution to their personal and professional growth.
The Humanities and Educational Administration: Rationales and Recommendations
Authors: FARQUHAR ROBIN H.
Published: February 2008

In recent years, concern has been expressed that emphasis upon scientific and technological progress may have resulted in the relative neglect of the humanities, both in societal culture generally and in preparation for positions of social leadership. At present, the role of the humanities in educational administration preparatory programs is, by and large, negligible. A review of the literature suggests that there are at least three rationales which would support the introduction of humanities content into such programs: (1) to generally “liberalize” the student through broad exposure to humanistic content; (2) to train the administrator in purpose definition and value sensitivity through focused reading of philosophy and literature; and (3) to develop creative capacities in the prospective leader through the study of literature and other arts. It is recommended that attempts should be made to incorporate humanities content into preparatory programs in educational administration, that initial efforts should stress the latter two of the three above rationales, and that the endeavor should be undertaken in a preparatory institution by a three‐man team consisting of a humanities scholar, a professor of educational administration, and a school administrator.
Innovation Within a Bureaucratic Education System—Part I
Authors: ROSS THOMAS A.
Published: February 2008

Bureaucratic theory, systems theory and a review of research on innovation, provide a conceptual framework on which seven predictions are posited. The predictions relate to the innovative behaviour of a bureaucratic education system throughout a period of twenty years. An innovation is defined as a new structure or process that appeared for the first time in the education system. One hundred and sixty four innovations are identified and classified. The predictions are tested and the implications discussed.
The Employment of Philosophical Analysis to Supplement Administrative Theory and Research
Authors: ZEIGLER EARLE F.
Published: February 2008

Sound administrative theory and research may ultimately provide the knowledge whereby administrative leaders in education can function most effectively. Such knowledge will never tell us, however, whether it is desirable to take a particular administrative action in any society at any time. Thus, an administrator should understand his personal philosophical foundations and value system, and do his best to construct a philosophical position that is as consistent and logical as possible. Five such positions, reconstructionism, experimentalism, idealism, realism, and existentialism, can serve as guidelines. Each position, whether it is basically progressivistic or essentialistic, has a reasonably distinct approach to the nature of reality, educational aims and objectives, and the educative process. The development of language analysis as philosophy's most important contribution to man is discussed briefly. A self‐evaluation check list has been developed, which may be employed by an administrator to assess his present philosophy of educational administration.
The Concept of Authority
Authors: WILLIAMS J.G.
Published: February 2008

Chester Barnard's insistence that authority rests on the consent of the subordinate is difficult to reconcile with the opposing reality that superiors do have the last word. Resolution of this dilemma is unlikely to bo found by prolonging discussions of the legitimation of authority, which may have reached a point of diminishing returns. Co‐existence of coercion and consent may be more satisfactorily explained in terms of Simon's concept of the subordinate's zone of acceptance of authority and the resulting distinction between two different sets of decisional premises, one at the boundary of this zone and the other inside the zone. An addition to Simon's theory of the concept and analysis of compliance proposed by Etzioni gives further insight into the interdependency of superior and subordinate in the authority situation.
The Principal as Supervisor: Some Descriptive Findings and Important Questions
Authors: CROFT JOHN C.
Published: February 2008

Supervision is defined as the attempt by the principal to stimulate, coordinate and guide the continued growth of teachers. A team from the Center for the Advanced Study of Educational Administration at the University of Oregon, working with one U.S. school district, sought to arrive at a description of teachers' perceptions of administrative and supervisory practices in the schools of that district. It was found that teachers appeared to turn more often to their colleagues than to the principal for guidance on certain key professional issues and that the practices of the principal were often in conflict with teachers' normative expectations of supervisory behavior. Indeed, the principal's major responsibilities were seen as budget, coordination policy and public relations rather than instructional leadership.
A Foggy View from Olympus
Authors: HALPIN ANDREW W.
Published: February 2008

In the United States in 1957 a fresh intellectual excitement emerged within the field of educational administration; high hopes were held for the potential contribution of theory‐oriented research. But in retrospect from 1967 the promise of the decade does not appear to have been fulfilled. Vast Federal funding has proven to be only a mixed blessing. An obsessional preoccupation with “change” has diverted efforts away from basic research, has induced intellectual homogenization within the academic community, and has bombarded administrators with so many exigencies that their planning efforts have been increasingly concentrated upon short‐term perspectives, at best. Never before have politics, education and welfare been commingled so incestuously. Four serious concerns that must now be dealt with in our graduate programs are: the mythology of human motivations; the juggernant of “the Technological Society”; the mythology of change; and the impact of existentialism upon modern man.
Innovation Within a Bureaucratic Education System — Part II
Authors: Ross Thomas A.
Published: February 2008

Bureaucratic theory, systems theory and a review of research on innovation, provide a conceptual framework on which seven predictions are posited. The predictions relate to the innovative behaviour of a bureaucratic education system throughout a period of twenty years. An innovation is defined as a new structure or process that appeared for the first time in the education system. One hundred and sixty‐four innovations are identified and classified as task‐oriented, personnel‐oriented and organization‐oriented. When tested the predictions reveal inter alia, (1) an upward trend in the annual frequencies of innovation through the period 1946 to 1965, (2) educational policies of state governments appear to be distinguished by different rates of innovation, (3) the frequency of innovation tends to increase following the succession to office of a new Director‐General and (4) innovation tends to occur least in the central office system.
Santayanan—Weberian Reason in Administration
Authors: HARTLEY HARRY J.
Published: February 2008

The major purpose is to provide a philosophic basis for the study and practice of educational administration. An explicit assumption is that logical, propositional thought is a desirable prelude to action. Reason, which is defined as an organic harmony of impulses, is related to administration via three levels of discourse: 1) philosophic values (WHY), 2) hypothetico‐deductive theory (HOW), and 3) observed behavior (WHAT). The first level is defined by the discursive thought of the moral philosopher Santayana. His definition of rational ethics provides a foundation for administrative‐organizational theory in general, and the concept of bureaucracy in particular. The second level includes Weber's pure‐type structural model that has rationality as its dominant characteristic. The third level, administrative practice, or praxeology, is portrayed as a derivative of rational thought. Current approaches, including systems analysis and program budgeting, are rooted in the union of the logic of Santayana's ethics and Weber's structural model for human groupings.
Human Resource Development: Its Implications for Educators
Authors: CHEAL JOHN E.
Published: February 2008

A systems approach is used to study the development of human resources. Throughout the provinces of Canada exist many disparities between educational inputs such as inequalities of expenditure and also between outputs such as widely differing rates of pupil retardation and retention. There is a need to devote to the development of human resources the same energy, expertise and financial support that is invested in physical resources. Society expects education to contribute greatly to this process. There are three phases through which the education system might move in seeking to develop human resources: (1) discovery based on the acknowledgement that within industries and societies lie undisclosed abilities awaiting identification; (2) production, to utilize all known abilities currently underdeveloped; (3) refinement, when original ideas and creative modes of expression must have a discipline imposed upon them.
Research into Education: A Headmaster's View
Authors: HONE BRIAN W.
Published: February 2008

What do we in the schools want from the researchers? A headmaster states his belief in the individual school as the vital organism, as the unit of education, and in the need for greater flexibility in the staffing of our schools so that practising teachers may be free to take part in educational research. The researchers are asked whether they can find solutions to a number of problems: How do the State systems solve the problem of too great mobility of staff while maintaining equality of opportunity? What is the optimum size of a school and what is the optimum age range for a secondary school? Is there value in the boy's identifying himself with his school? What is a good school, and what is a well‐disciplined school? The researchers are asked for more standardized achievement tests; for more work on the development of reading habits and skills in schools; for further curriculum research; for help in measuring ‘readiness’; for insights into motivation and classroom interaction.
Schools as Organizations: Some Illustrated Strategies for Educational Research and Practice
Authors: WILLOWER DONALD J.
Published: February 2008

Concern with the relationship between theory and practice in educational administration seems especially compatible with certain research strategics. Data were gathered i n a field study to focus attention on some of the main features of the school as a social organization and to facilitate hypothesis development. The hypothesis formulated had at least some empirical base, as well as a logical one. This eases the transition from theory and research to practice. The organizational world of the practitioner itself becomes an object of inquiry. Theory imposes its special kind of order on the practitioner's world; but, at the same time, data from that world create pressures for relevant conceptual analyses. The field study suggested the general importance of pupil control in public schools and the hypotheses formulated and tested dealt with the pupil control ideology of teachers. In addition, speculations on adaptivc structures in public school organizations were offered and some limitations of the work were noted.
The Evaluation of Teaching Performance
Authors: MOORE T.J. , NEAL W.D.
Published: February 2008

Evaluation of teaching Is a key concern of educational administration. In Victoria, Australia, inspectors are required to carry out assessments of teaching performance hut no written guide or checklist is provided. This study seeks to identify by means of two instruments, a critical incident paper and an evaluation record designed to highlight Mitzel's Product, Process and Presage criteria, the criteria used by Victorian inspectors in evaluating teacher performance. It was found that inspectors stressed Process criteria when recommending promotion in teaching positions and Presage criteria when recommending selection for administrative positions. Little emphasis was placed on Product criteria. Inspectors' judgments of teachers were found to be based largely on their own individual “image” of good teachers. On the basis of this study it seems that a guide could be developed to assist inspectors in reaching agreement on basic criteria for promotion of teachers.
A “Zero‐Reject” Program in a Comprehensive School District
Authors: LESSINGER LEON M.
Published: February 2008

The San Mateo Union High School District serves five communities in the San Francisco Peninsula. The organizational structure of the district is designed so that each school can reach beyond its own curriculum to satisfy the needs of all its students. Though each school offers all of the programs for which the number of students is sufficiently large, particular schools within the district are designated to offer special programs for which the number of students is too limited or the specialized facilities and equipment required are too costly for offering at every school in the district. Since the adoption of the “zero‐reject” comprehensive principle the drop‐out rate has been reduced from approximately fifteen per cent to under two per cent.
Innovation and Communication with the Environment: A Case Study
Authors: DUFTY N.F.
Published: February 2008

The role of the communication process in the initiation of new programmes in a technical institute in a mid‐western state of the U.S.A. was examined. Communication linkages with the local labour market were well developed, with ample evidence both of the growth of specialized channels and of their continued usage. Advisory committees were the most important institutions in initiating new programmes and heads of departments within the Institute were the most frequently used contact points between the organization and its environment. The role of the State Board was largely a facilitating one and the State Employment Service played only a minor part. Careful checks were made of the demand side of the labour market before new programmes were started but not a great deal of attention was given to the supply side, largely due to difficulties in estimation. Certain aspects of organization theory served a useful purpose in developing insights into the communication processes examined in this study.
The Politics of Education in Australia
Authors: HARMAN G.S.
Published: February 2008

In Australia there is a strong and widely‐accepted belief that education and politics are, or at least should be, separate. Yet education is a thoroughly political enterprise. For the most part, formal education is under direct government control, and it now constitutes an important area of government responsibility. Consequently, the education system can be thought of constituting a separate sub‐system within the political system. But to understand some or the other inter‐relationships between politics and education it is useful to conceptualize the political and educational systems as separate but interacting systems within the Australian social system. As a field of study and research, the politics of education has been neglected by both educators and political scientists, although very recently this situation has begun to change. A number of important areas for research are outlined and discussed.
The Control of Education in New Zealand: Centrality with Minimal Recourse to Party Politics
Authors: EWING JOHN L.
Published: February 2008

An attempt is made to examine and assess the extent to which general politics influence decisions on major educational issues in a country, comparatively small, whose total population is 2.8 million. Education is centrally financed although locally administered, and professional supervision is largely the responsibility of a central agency. Educational decisions of any importance are made centrally yet the intrusion of party politics into the governance of education is seen to be minimal. A further conclusion is that the various groups involved in public education have through consultation and negotiation achieved a workable balance of power. The “politics of education” in New Zealand is to he found in the relationships of these groups and the pressures they are able to exert. This is an area that offers considerable opportunity for research.