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The relationship of organizational c...

Macauley, Barbara Deegan.

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The relationship of organizational culture, school structure and curriculum to school membership and educational engagement as perceived by alternative high school students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of organizational culture, school structure and curriculum to school membership and educational engagement as perceived by alternative high school students./
作者:	Macauley, Barbara Deegan.
面頁冊數:	518 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2438.
Contained By:	Dissertation Abstracts International60-07A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9940444
ISBN:	0599419113

The relationship of organizational culture, school structure and curriculum to school membership and educational engagement as perceived by alternative high school students.
Macauley, Barbara Deegan.

The relationship of organizational culture, school structure and curriculum to school membership and educational engagement as perceived by alternative high school students. - 518 p.

Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2438.

Thesis (Ed.D.)--University of Hartford, 1999.

The purpose of this study is to identify the relationship of selected organizational factors: Organizational Culture, School Structure and Curriculum to School Membership and Educational Engagement as perceived by students in selected alternative high schools. The Dropout Prevention Theory (Wehlage et al., 1989) identified both School Membership and Educational Engagement as components integral to the success of "at risk" students. The Dropout Prevention Theory (1989) coupled with an extensive review of the literature resulted in the identification and definition of constructs that composed each of the organizational variables. This allowed for the development of a researcher designed 62 scale item Organizational Factors Survey. The Student Survey is a Likert Scale format, which include 5 open-ended questions which seek to provide qualitative information concerning students' perceptions of variables. Over 116 findings were reported and 9 Conclusions were deduced from this study.

ISBN: 0599419113Subjects--Topical Terms:

539262
Education, Secondary.

The relationship of organizational culture, school structure and curriculum to school membership and educational engagement as perceived by alternative high school students.
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245 1 4 $a The relationship of organizational culture, school structure and curriculum to school membership and educational engagement as perceived by alternative high school students.
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500 $a Source: Dissertation Abstracts International, Volume: 60-07, Section: A, page: 2438.
500 $a Director: Barbara A. Intriligator.
502 $a Thesis (Ed.D.)--University of Hartford, 1999.
520 $a The purpose of this study is to identify the relationship of selected organizational factors: Organizational Culture, School Structure and Curriculum to School Membership and Educational Engagement as perceived by students in selected alternative high schools. The Dropout Prevention Theory (Wehlage et al., 1989) identified both School Membership and Educational Engagement as components integral to the success of "at risk" students. The Dropout Prevention Theory (1989) coupled with an extensive review of the literature resulted in the identification and definition of constructs that composed each of the organizational variables. This allowed for the development of a researcher designed 62 scale item Organizational Factors Survey. The Student Survey is a Likert Scale format, which include 5 open-ended questions which seek to provide qualitative information concerning students' perceptions of variables. Over 116 findings were reported and 9 Conclusions were deduced from this study.
520 $a All findings demonstrate a strong correlation of Organization Culture, School Structure, and Curriculum to School Membership and Educational Engagement. Therefore, the 5 organizational variables are essential for the success of "at risk" students in an alternative school. Given the findings and conclusions for each particular school, specific recommendations were made to help continue to raise the level of success for alternative schools and "at risk" students.
520 $a Conclusions for this study include: From a student's perspective, supportive organizational conditions are essential for the successful operation of alternative schools established to serve "at risk" youth. Although this study represented the first administration of the Student Survey, the instrument appeared to reliably assess student perceptions of Organizational Culture, School Structure and Curriculum in their alternative schools.
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