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The sources and consequences of orga...

Miller, Robert J.

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The sources and consequences of organic management in public elementary and secondary schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The sources and consequences of organic management in public elementary and secondary schools./
Author:	Miller, Robert J.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0370.
Contained By:	Dissertation Abstracts International65-02A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122002
ISBN:	0496693530

The sources and consequences of organic management in public elementary and secondary schools.
Miller, Robert J.

The sources and consequences of organic management in public elementary and secondary schools. - 260 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0370.

Thesis (Ph.D.)--University of Michigan, 2004.

A great deal of research in educational administration focuses on the purported benefits of "organic" forms of management, that is, professional forms of management that involve high levels of staff cooperation and collegiality, teachers' participation in school decision making, and supportive leadership by school principals. Using contingency theory as an orienting perspective, this thesis examines patterns of organic management that emerge across elementary- and secondary schools, and the effects of organic management on students' reading and mathematics achievement at these two schooling levels. The research was conducted using several large-scale databases: 1994 Schools and Staffing Survey (SASS), National Educational Longitudinal Study - 1988 (NELS: 88), and Prospects: The Congressionally Mandated Study of Educational Opportunity. This quantitative study employs an extensive series of Hierarchical Linear Modeling (HLM) analyses, which includes 3-level growth models (HLM/3L) of student achievement at the elementary and secondary levels of schooling. Data presented in the dissertation show that elementary and secondary schools do differ in patterns of organic management, although not precisely in the ways contingency theory would predict. The study also reveals that contrary to contingency theory, patterns of organic management have virtually no direct effects on students' achievement growth. The implications of these findings for the continued development of contingency theory in the field of educational administration are discussed.

ISBN: 0496693530Subjects--Topical Terms:

626645
Education, Administration.

The sources and consequences of organic management in public elementary and secondary schools.
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100 1 $a Miller, Robert J. $3 1575546
245 1 4 $a The sources and consequences of organic management in public elementary and secondary schools.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0370.
500 $a Chair: Brian Rowan.
502 $a Thesis (Ph.D.)--University of Michigan, 2004.
520 $a A great deal of research in educational administration focuses on the purported benefits of "organic" forms of management, that is, professional forms of management that involve high levels of staff cooperation and collegiality, teachers' participation in school decision making, and supportive leadership by school principals. Using contingency theory as an orienting perspective, this thesis examines patterns of organic management that emerge across elementary- and secondary schools, and the effects of organic management on students' reading and mathematics achievement at these two schooling levels. The research was conducted using several large-scale databases: 1994 Schools and Staffing Survey (SASS), National Educational Longitudinal Study - 1988 (NELS: 88), and Prospects: The Congressionally Mandated Study of Educational Opportunity. This quantitative study employs an extensive series of Hierarchical Linear Modeling (HLM) analyses, which includes 3-level growth models (HLM/3L) of student achievement at the elementary and secondary levels of schooling. Data presented in the dissertation show that elementary and secondary schools do differ in patterns of organic management, although not precisely in the ways contingency theory would predict. The study also reveals that contrary to contingency theory, patterns of organic management have virtually no direct effects on students' achievement growth. The implications of these findings for the continued development of contingency theory in the field of educational administration are discussed.
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773 0 $t Dissertation Abstracts International $g 65-02A.
790 1 0 $a Rowan, Brian, $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3122002