Effects of Organic Management on Student Achievement

Autor/inn/en	Miller, Robert J.; Rowan, Brian
Titel	Effects of Organic Management on Student Achievement
Quelle	In: American Educational Research Journal, 43 (2006) 2, S.219-247 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Collegiality; Elementary Secondary Education; School Restructuring; Principals; Academic Achievement; Educational Administration; Models; Scores; Databases; Achievement Gains; Participative Decision Making + Suchen Sie Ihr Suchwort? Kollegialität; Schulreformplan; Schulumwandlung; Principal; Schulleiter; Schulleistung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Analogiemodell; Datenbank; Achievement gain; Leistungssteigerung
Abstract	Proponents of school restructuring often promote the purported benefits of professional forms of management that call for staff cooperation and collegiality, teachers' participation in school decision making, and supportive leadership by school principals. A theoretical perspective on organizations known as contingency theory refers to such management patterns as "organic management." This study examined the relationships between organic management and growth in student achievement in elementary and secondary schools. Two national databases were used to estimate a series of three-level growth models of student achievement at the elementary and secondary levels. Results suggested that organic forms of management are not a particularly powerful determinant of student achievement at either of these levels of schooling. (Contains 6 tables.) (Author).
Anmerkungen	American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10