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The dynamics of school improvement t...

Pratt, Dean J.

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The dynamics of school improvement team effectiveness: An organizational development perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The dynamics of school improvement team effectiveness: An organizational development perspective./
作者:	Pratt, Dean J.
面頁冊數:	222 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2731.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100486

The dynamics of school improvement team effectiveness: An organizational development perspective.
Pratt, Dean J.

The dynamics of school improvement team effectiveness: An organizational development perspective. - 222 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2731.

Thesis (Ph.D.)--Michigan State University, 2003.

My primary purpose in this study was to describe the functioning of school improvement teams (SITs) and to determine the extent to which these teams evidenced effective organizational principles for groups as they planned and implemented strategies for school improvement. A secondary purpose was to discover the extent to which the teams in the schools included in this study differed with regard to team effectiveness. For the past 12 years, the state of Michigan has required formalized school improvement through mandated school improvement teams. In this study I set out to describe the behaviors of six SITs as well as the external conditions that influenced the school districts where these teams operated. Although the six teams were configured similarly, it was important to understand what they were called upon to do and how the literature and current thinking concerning team effectiveness applied to those teams. I identified factors that assisted and those that impeded the school improvement process in six Michigan middle schools with similar demographics but varying levels of student achievement.Subjects--Topical Terms:

626645
Education, Administration.

The dynamics of school improvement team effectiveness: An organizational development perspective.
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245 1 0 $a The dynamics of school improvement team effectiveness: An organizational development perspective.
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500 $a Adviser: Stephen Kaagan.
502 $a Thesis (Ph.D.)--Michigan State University, 2003.
520 $a My primary purpose in this study was to describe the functioning of school improvement teams (SITs) and to determine the extent to which these teams evidenced effective organizational principles for groups as they planned and implemented strategies for school improvement. A secondary purpose was to discover the extent to which the teams in the schools included in this study differed with regard to team effectiveness. For the past 12 years, the state of Michigan has required formalized school improvement through mandated school improvement teams. In this study I set out to describe the behaviors of six SITs as well as the external conditions that influenced the school districts where these teams operated. Although the six teams were configured similarly, it was important to understand what they were called upon to do and how the literature and current thinking concerning team effectiveness applied to those teams. I identified factors that assisted and those that impeded the school improvement process in six Michigan middle schools with similar demographics but varying levels of student achievement.
520 $a The methodology employed was a multiple-case study with cross-case analysis. I described important phenomena that take place in SITs by identifying patterns among several variables pertaining to team functioning, team effectiveness, and school achievement. I explored SIT members' knowledge of the dynamics of organizational behavior and development, and the teams' abilities to plan, develop, and implement strategies that align with mandated compliance criteria, while increasing student achievement. The data-collection strategies included surveys, personal visits and observations of the case schools, interviews of principals, document review, and review of published student achievement data from the Michigan Department of Education.
520 $a The exploratory question posed was: How does the functioning of SITs, assessed in terms of organizational development, organizational behavior, and team effectiveness criteria, differ in schools with similar demographics but varying levels of student achievement? At the conclusion of the study, six major implications emerged: (a) the need for SITs to link student achievement results, purposeful reform strategies, and the act of school improvement planning; (b) the need to recognize and understand the relationship between accepted team development criteria and fundamental educational goals; (c) the need to delicately balance school improvement compliance requirements and organizational development and behavior principles to create conditions that support group effectiveness; (d) the need for principals to lead school improvement, interpreting all improvement through strategies designed to increase student achievement; (e) the need for training and staff development in organizational behavior, organizational development, and team effectiveness training; and (f) the need for school organizations to provide adequate time and resources for SITs to work.
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