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ERIC Number: ED140436
Record Type: RIE
Publication Date: 1977
Reference Count: 0
"Loose Coupling" and the School Administrator; Some Recent Research Findings.
Deal, Terrence E.; Celotti, Lynn D.
Using information gathered in 1973 and again in 1975, this study examined the relationship between instructional configurations, on the one hand, and organizational factors at three levels (district, school, and classroom), on the other hand. Data for the study were gathered from questionnaires and interviews with superintendents in 34 San Francisco Bay Area school districts, as well as principals and teachers in 103 elementary schools within those districts. The study yielded three general conclusions about the nature of relationships between organizational and instructional patterns and between levels within districts. First, methods of instruction seem to be virtually unaffected by organizational or administrative factors at the school district level. Second, the way teachers work together, as reflected by the presence or absence of teaching teams, is similarly unaffected by higher echelons. Third, the three levels of educational organization (district, school, and classroom), as well as the individuals at each level, operate rather autonomously, yielding an image of vertical and lateral segments that are only loosely coupled to one another. (Author/JG)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Stanford Univ., CA. School of Education.