Designing Organizational Effectiveness Studies of Rural and Small School Districts.

Autor/inn/en	Stephens, E. Robert; und weitere
Titel	Designing Organizational Effectiveness Studies of Rural and Small School Districts.
Quelle	(1988), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Elementary Secondary Education; Organizational Effectiveness; Research Design; Rural Schools; School Districts; Small Schools + Suchen Sie Ihr Suchwort? Unternehmenserfolg; Forschungsdesign; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk
Abstract	Considerable attention has been given to organizational effectiveness of public sector organizations at all levels: local, state, and federal. Public education has not escaped scrutiny. Current examinations of the effectiveness, efficiency, and quality of education are more intense than that of other public sector organizations. The organizational effectiveness of rural small school districts has been of particular interest. Rural schools have long been regarded as inferior to their counterparts in other settings, and in fact, rural districts have felt the pressures of new, potentially damaging demands on programs and services caused by declining enrollments, state reform initiatives, and depressed economic conditions. Although organizational effectiveness is a popular topic, no meaningful definition of the topic, nor of effectiveness exists. The design of the organizational effectiveness study described in this paper is based on these points: (1) there cannot, at this time, be one universal model of organizational effectiveness because there is not a universal theory of organizations; and (2) it is more worthwhile to develop frameworks for assessing effectiveness than to try to develop theories. This design for assessing the organizational effectiveness of rural, small school districts consists of five major, mostly sequential, steps: (1) considering major policy and technical issues; (2) agreeing on how to think about the organization's various subsystems; (3) agreeing on what constitutes measures of quality; (4) agreeing on the translation of measures of quality into standards; and (5) establishing the presence or absence of a standard. Various steps are illustrated with tables. (ALL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC