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ERIC Number: ED218718
Record Type: RIE
Publication Date: 1982
Pages: 23
Abstractor: N/A
Reference Count: N/A
Are Public Schools Organized to Minimize Behavior Problems?
Duke, Daniel L.; Seidman, William
The organizational characteristics of schools can be extremely important influences on student behavior, and student behavior problems can be reduced through organizational change. Organizations can be held to consist of objectives, processes for achieving those objectives, and structures for carrying out those processes. The term "organizational characteristic" refers to any dimension of organizational structure. Five significant organizational characteristics of schools relate to size of work units, assignment of tasks, allocation of resources, authority structure, and control mechanisms. Of six representative behavior-oriented objectives toward which schools are geared, the most important is maximizing student acceptance of school and classroom rules. The five secondary objectives include reducing student victimization, encouraging development of good interpersonal skills among students, enhancing student self-esteem, ensuring acquisition of basic skills, and maximizing the likelihood that all students will graduate. This chapter of "Helping Teachers Manage Classrooms" discusses the relationships between these organizational structural characteristics and the objectives they are intended to support, citing the relevant literature the while. (Author/PGD)
Not available separately; see EA 014 720.
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Teacher Corps.
Authoring Institution: Association for Supervision and Curriculum Development, Alexandria, VA.
Identifiers: Rules and Regulations
Note: Chapter 8 of "Helping Teachers Manage Classrooms" (EA 014 720). For related documents, see EA 014 720-728.