ERIC Number: ED334692
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
The Relevance of Factual Context in Attacking Ill-Structured Problems in School Administration.
A fact-finding exercise used in a study of principals' problem-solving behaviors is analyzed in this paper. Forty-two subjects with varying degrees of administrative experience participated in fact-finding and thinking-aloud exercises prior to responding to a case study. Problem definition, a key component of the problem-solving process, was a focus of the fact-finding exercise. Findings indicate that information learned during the fact-finding exercise was utilized by less than half of the participants, least often by the least and most experienced groups. A conclusion is that, despite factual context, experience in dealing with similar problems was the most significant factor in the type of problem-solving approach used. The appendix provides background information on the case study. Seven tables and four figures are included. (10 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).