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ERIC Number: ED115583
Record Type: RIE
Publication Date: 1975-Sep
Pages: 187
Abstractor: N/A
Reference Count: 0
Participative Decision Making in IGE/MUS-E Schools. Technical Report No. 356 (Parts 1 and 2).
Nerlinger, Constance M.
The purpose of this study was to examine the relationships of the Instructional Improvement Committee's (IIC) involvement in decision making, the representation of teachers on the IIC, and the effectiveness of the Instruction and Research (I&R) Unit in Individually Guided Education/Multiunit Elementary (IGE/MUS-E) schools. The theoretical base for the study was the model of administration as a social process which states that one's need-dispositions and role expectations ideally converge to produce effective behavior. The IIC was examined as an organizational structure which allows for the inclusion of people in the planning of work goals and in the administration of tasks which affect them to benefit the school. The three major variables (extent of involvement in decision making, representation, and effectiveness) were examined; in addition, six situational variables were identified as being factors which might account for some variation in the dependent variable, effectiveness. Seven hypotheses were developed to test the relationship of extent of involvement in decision making and representation to effectiveness of the I&R unit as perceived by unit teachers and unit leaders. Ancillary questions were posed to compare these perceptions and to examine the relationships of the institutional variables to I&R unit effectiveness. Two instruments were developed to measure the three main variables; data were collected from 48 randomly selected I&R units in IGE/MUS-E schools in 12 states. Nine major conclusions were drawn from the collected data. (BD)
Wisconsin Research and Development Center for Cognitive Learning, 1025 W. Johnson Street, Madison, Wisconsin 53706 (No price quoted)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: Report from the Project on Organization for Instruction and Administrative Arrangements