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ERIC Number: ED214248
Record Type: RIE
Publication Date: 1982-Mar
Pages: 37
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Moving to an Interorganizational Context for Public School Education: A Case Study.
Schwartz, Terry Ann; And Others
A case study of interagency cooperation between the Danville (Virginia) public schools and the city's Parks and Recreation Department enabled researchers to examine the characteristics and components of interorganizational relationships in public education. Using naturalistic inquiry techniques, they gathered data through interviews with key actors, observation of programs and activities, analysis of agency documents, and intensive one-day observation of the coordinator of the interagency program. The characteristics of interagency cooperation analyzed included (1) the definition of interagency cooperation; (2) advantages and disadvantages of the relationship; (3) incentives to maintain the relationship, including resource needs and environmental factors; (4) processes, structures, and persons facilitating the relationship; (5) barriers to the relationship, such as "turf" protection and organizational autonomy and size; (6) the agencies' commitment to the relationship; and (7) community reactions to the relationship. From their analysis the researchers construct a model of interagency cooperation comprising three aspects: program parameters, including persons, structures, tasks, technologies, and skills; program processes, such as power, leadership, authority, communication, decision-making, and motivation; and environmental factors, such as history, politics, and social norms and values. (RW)
Publication Type: Speeches/Meeting Papers; Reports - Research; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Virginia Univ., Charlottesville, Bureau of Educational Research.; Mott (C.S.) Foundation, Flint, MI.
Authoring Institution: N/A
Identifiers: Danville City School District VA; Naturalistic Research
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).