An Ethnographic Case Study of the Administrative Organization, Processes, and Behavior in a Selected Senior High School.

Autor/in	Artis, John B.
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	An Ethnographic Case Study of the Administrative Organization, Processes, and Behavior in a Selected Senior High School.
Quelle	(1980), (251 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Administrative Organization; Administrator Role; Case Studies; Decision Making; High Schools; Individualized Instruction; Leadership Styles; Organizational Change; Organizational Theories; Role Perception; School Administration; School Organization + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; High school; Oberschule; Individualisierender Unterricht; Führungsstil; Organisationswandel; Organisationstheorie; Role conception; Rollenverständnis; School organisation; Schulorganisation
Abstract	Using participant observation, interviews, and other ethnographic methods, the author examined organizational structures and administrative processes and behavior in an innovative senior high school located in a large urban area and known for its implementation of individually guided education. Data analysis yielded theories grounded in the study's evidence, which were further analyzed and related to formal theories, including social systems theory, organizational theory, decision theory, leadership theory, change theory, and theories of administrative processes. From the evidence and theories the author draws 16 conclusions regarding institutional roles; role expectations; bureaucratic structures; centralization; job satisfaction; productivity; leadership and decision-making styles; and faculty, parent, and student participation in decisions. Among the conclusions are that leadership, change, and involvement in decisions are interactive; that change processes differ for leaders and group members; and that social systems theory should include new political dimensions. The author notes one or more implications for each of the 16 conclusions and suggests further research to test how widely applicable his conclusions are. The study's interview schedules are included in appendices. (Author/RW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC