Task Conceptions and Work Arrangements. Research and Development Memorandum No. 97.

Autor/inn/en	Scott, W. Richard; und weitere
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	Task Conceptions and Work Arrangements. Research and Development Memorandum No. 97.
Quelle	(1972), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Educational Innovation; Educational Research; Educational Technology; Educational Theories; Role Perception; School Organization; Task Analysis; Task Performance + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Unterrichtsmedien; Educational theory; Theory of education; Bildungstheorie; Role conception; Rollenverständnis; School organisation; Schulorganisation; Aufgabenanalyse
Abstract	This paper provides part of the theoretical underpinning for a series of studies on the environment for teaching. Addressed primarily to organizational researchers, it deals with the relation between educational innovation and the organizational structure of schools. Three assumptions made widely in previous studies relating technology to structure are questioned, and suggestions for their modification are made. The assumptions of homogeneity of technology and social structure, rationality of organizational participants, and concensus among participants on the task and the technology employed are questioned. However, the authors, while acknowledging the effect of technological factors on organizational structure, argue that such factors are both more complex and subtle in their operation than previous analyses have suggested. Specifically, it is argued that (1) not one but many technologies associated with many structures may be present in an organization; (2) organizational participants may hold differing conceptions of the nature of the technology employed; (3) different task conceptions can lead to different sets of preferences for work arrangements; and (4) nonrational factors may also enter into the formation of task conceptions and into the establishment of work arrangements. A 24-item bibliography is included. (Author/DN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01