A Case Study of the Effects of Interorganizational Change Model on a Contemporary Education Program.

Titel	A Case Study of the Effects of Interorganizational Change Model on a Contemporary Education Program.
Quelle	(1976), (228 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Case Studies; Change Agents; Change Strategies; Compensatory Education; Doctoral Dissertations; Instructional Programs; Longitudinal Studies; Models; Organizational Change; Performance Factors; School Districts; School Organization; Student Improvement; Teacher Evaluation; Training Methods; Michigan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Kompensatorischer Unterricht; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Organisationswandel; Leistungsindikator; School district; Schulbezirk; School organisation; Schulorganisation; Teacher appraisal; Lehrerbeurteilung; Didaktik; Trainingsmaßnahme
Abstract	Through a longitudinal study of compensatory education programs conducted by the school district of River Rouge, Michigan, the question as to whether the application of an interorganizational change model produces significant improvements was tested. The compensatory education program, both before the interorganizational model and after it, was analyzed in terms of changes in instructional programs, teacher performance, inservice training activities, and student performance. Data were obtained from official documents, written records, and written accounts. The case study was employed as the method to illustrate change. Data were analyzed by historical comparison methods, and a panel of experts served as independent evaluators. A number of findings were derived from the study: (1) instructional programming changed mainly from remediation at a fixed pace before the interorganizational model to remediation and individualization afterwards; (2) a statistical significant change in teacher behavior occurred after the model; and (3) although inservice was fragmended and content oriented before the model, inservice was systematically conducted after induction of the model. Major conclusions drawn from the study include the following: (1) application of the interorganizational model resulted in increased use of individualized instructional material; (2) use of the model resulted in significant improvement in teacher behavior; (3) inservice training activities were more effective after the model; and (4) student academic performance improved significantly. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC