This study investigated the concept of teacher empowerment and its relationship to school structure and teacher motivation. The focus of the study was on elementary classroom teachers of kindergarten to fifth grade level. The sample (N = 192) was drawn from 21 selected schools representing eight different school districts in southeastern Massachusetts. The researcher utilized a survey questionnaire to test two basic hypotheses: (1) Teachers' perceptions of school structure influence the degree of teacher empowerment evidenced in the school; (2) a school structure based on the teacher empowerment concept enhances teacher motivation. Those teachers who perceived their school structure as democratic reported the presence of more teacher empowerment elements in the school environment and demonstrated greater teacher empowerment than did those teachers who perceived their school structure as autocratic or laissez faire. Teachers who perceived their school structure as democratic indicated that their teaching motivation is provided from a greater variety of sources than do those teachers who perceived their school structure as autocratic or laissez faire. Based on the research findings, the researcher concluded that teachers who perceive their school structure as democratic report more opportunities to exercise teacher empowerment and consequently, evidence greater empowerment than do those in a perceived autocratic or laissez faire structure. The researcher also concluded that a democratic school structure is a facilitating environment for teacher empowerment and enhances teacher motivation by providing a wide range of motivational sources for teachers.

A major premise of this study is that, due to a number of complex socio-economic factors, the schools of the 1990's will be required to provide a different and wider range of services, some having less academic orientation than "traditional" school practices, and more of a "pastoral", advisory nature. Secondly, the literature reviewed sustained my perception of the effectiveness of change emerging from collaboration among teachers, rather than from top-down strategies and management-imposed accountability grids. Additional perspectives developed over many years in educational practice provided a conceptual model which could promote growth and responsiveness within the school. A report tells of a school-within-a-school staff actively reconsidering how to restructure their teaching roles and secure greater resources. Included in the ethnographic narration is a variety of information useful in providing a context for viewing the school and two "target" teachers. By observing the events and episodes of the model in action, key processes and useful concepts may be identified, as well as information on related school issues. Data showed both an improved school climate and greater teacher satisfaction. Teachers in the intervention clearly articulated a mission which spoke to the impact of societal forces on urban students. They identified four themes which dictated operational goals (the advisory role; student-as-worker; student governance; and making student support more central) and spoke clearly about the support required to make such change. Analysis of the report supports the notion that by helping to raise the level of educational discourse and further staff members' perceptions of themselves as decision-makers, school administrators can help achieve many of the results required by our changing school situations. Teachers, if afforded the right resources and conditions, can fill the void left when the public does not involve itself in the educational process. The study also demonstrates that change in school institutions can successfully emerge from viable, personalized, school-within-school units, and offers one way to utilize technical assistance.

There is a need to determine the degree of success which the process of deisolation has attained, as perceived by the participants in that process. In order to make positive changes and ensure progress, the evaluations and suggestions of the participants must be obtained to ensure progress. The basis of this research is a Questionnaire designed to ascertain the perceptions of one hundred and fifty-eight participants in the process of deisolation in the Worcester Public Schools. The participants were comprised of administrators, Majority and Minority parents, politicians, and teachers. The Questionnaires elicited perceptions of schools, parental expectations, student needs, methods of school/home communication, student transportation, attitudes towards the process of deisolation, their degree of input, and a general evaluation of the process. The literature review encompasses the range from the "separate is equal" doctrine of Plessy vs. Ferguson (1896) to the current Worcester Public Schools Deisolation Plan which states that as of October 1, 1990, all Worcester Public Schools should voluntarily achieve a deisolation rate of +/$-$20% of the Worcester Public Schools average of Minority/Majority student enrollment. Results of the study indicate a desire for a successful educational experience and the need for additional school services were evident with all groups, and Minority parents experienced some difficulty with school/home communication. Administrators, politicians, and teachers were generally in agreement that the deisolation process was a positive factor, and that they had adequate input into the process. Results indicate participants were nearly unanimous that both students and community would benefit from the deisolation process. It was concluded that the differences in Majority and Minority parent perceptions were important enough to warrant further study. It would be beneficial to improve parent/school communication, increase parent involvement, and investigate alternative methods to fund increased student services. Finally, any one category is important to warrant further study so as to contribute to the overall success of the process of deisolation.

For over a decade, federal and state laws have mandated a free and appropriate education for special needs students in the least-restricted environment. There has been a wide variation of progress made in this area, depending on the approach taken by the administration of the school district, and the degree of support between staff (both regular and special education staff), parents and administrators. The purpose of this study was to obtain suggestions from five Massachusetts Public School systems that focus on effective administrative strategies for mainstreaming on the elementary school level. Data was gathered from a review of literature, as well as a questionnaire, containing both questions to answer, and statements with which the participant was asked to either agree or disagree. A total of 25 Questionnaires were sent to five members of each of five Massachusetts school districts. Only three out of the five schools responded to the questionnaires. Further information was derived from tape-recorded interviews with school administrators. By examining actual case study accounts and various national model programs for mainstreaming, other ideas have been suggested and are included in the study. The success of a mainstreaming program lies in the relationship between administrators, staff, and parents. The key ingredient is unlimited involvement at the administrative level, and the ability to develop effective techniques for enhancing integration. In order to succeed in the development of an effective mainstreamed program, it is critical that administrators: (1) Need to encourage and improve interaction between regular and special education staff members. (2) Try to identify negative attitudes and work toward improving attitude problems. (3) If possible, involve staff in the development of the model, as well as the ultimate implementation of the program.

In August 1988, a group of business, community, and educational leaders established the Greater Holyoke Partnership to assist the City of Holyoke, Massachusetts in meeting a variety of educational, economic, and housing challenges. This study identifies and describes those elements that have been important to the development of the Greater Holyoke Partnership and determines whether there have been factors and conditions that have limited Partnership from achieving its full potential in helping the City of Holyoke meet its needs. The review of the literature identifies eight elements and conditions critical to the successful establishment and operation of school-college-business partnerships: (1) strong leadership; (2) clear and sharply focused goals and objectives; (3) broad support; (4) clearly identified mutual needs and self-interests; (5) recognition of those involved; (6) acquisition of financial resources; (7) sustained momentum; and (8) evaluation of outcomes. Analysis of data from in-depth interviews, documents, and participant observation identifies eight factors that have been essential to the development and operation of the Greater Holyoke Partnership. The eight factors are: (1) leadership, especially the ability to involve a variety of individuals and instill in them, and the organizations they represent, a sense of ownership; (2) identification and selection of partners; (3) sharply focused goals; (4) identification of common needs and mutual self-interests; (5) acquisition of resources; (6) recognition and publicity; (7) accountability and systematic assessment of the Partnership's impact; and (8) flexibility to sustain itself during changing economic circumstances. This study concludes with recommendations to strengthen the collaborative efforts of the Greater Holyoke Partnership and enhance its effectiveness, as well as a section on general recommendations for establishing and sustaining school-college-business partnerships.

Because many schools systems are expending great amounts of time and money for restructuring, documentation and examination of restructuring efforts may provide models that can be used by schools initiating restructuring efforts. This study will explore the efforts of one urban public school system to restructure its four junior high schools from a traditional organizational model to one that is built around interdisciplinary clusters. By documenting the restructuring efforts of four urban junior high schools, this qualitative case study will contribute to the growing body of restructuring literature, and offer an examination of a practical application of restructuring to the field. This type of dramatic change in organization prompts a number of important questions that will guide this study: (1) Why was this change undertaken, and who initiated it? (2) What are the formal district level policies dictating the restructuring? (3) How are the district level policies being implemented at the school level? (4) Who has provided the leadership for successful restructuring (has it varied among the four junior highs)? (5) How have these efforts been impacted by the changing demographics and fiscal crisis in the city? Following a review of the restructuring literature, the design of the study will include research of archival records to construct an accurate picture of the community, guided interviews with key central office and building level administrators, and a sampling of teachers in each of the four junior highs, and analysis of program documents generated by the restructuring efforts. This study offers a unique perspective in its examination of restructuring in a large urban school system, which in its size and complexity presents many challenges. Centralized decision making, the implementation of one policy in four different schools, team-building, pedagogical changes, and impact on students will all be affected by the district's size. Further, this urban area is challenged by a fiscal crisis which cripples both the funding of the school system and the necessary services a city must provide, as well as the impact of a state school choice program. Attempting to restructure in these most challenging circumstances presents an interesting case study. Documenting the efforts, including both the successful and the unsuccessful elements, may provide pragmatic approaches for other districts undertaking restructuring efforts.

The purpose of this study was to determine if elders are alienated toward public education and, if so, what is the present impact of their alienation on the public education system? Data obtained from the older adult population of the town of Winthrop, Massachusetts was analyzed. Three major objectives were incorporated into the survey. The first objective was to measure older adults' beliefs toward public education. The second objective was to apply that measure in order to identify patterns of beliefs, and any differentiations within patterns, which might exist according to groups of older adults. The third objective was to attempt to provide a clearer understanding of older adult attitudes toward public education, thereby allowing public educators the opportunity to serve the needs of older adults in a more effective, expedient and expanded manner. A sample of 120 older adults was surveyed using a 26 item instrument--The Older Adult Participation in Public School Education Assessment Survey--developed by the investigator. The initial section of this instrument gathered specific demographic data. This data provided independent variables which were utilized in the analysis of pertinent information. The second section of this instrument reflected older adults' attitudes toward public education.

This study looked at what it is like for teachers and principals to participate in the teacher evaluation process. These teachers and principals, in four different school systems in Massachusetts and Connecticut, shared their perspectives through a series of in-depth interviews. Teachers believed that evaluations should provide feedback, offer positive reinforcement, and foster pedagogical growth. Teachers also expressed more confidence in the evaluation process when evaluated by principals they respect and by a process that is credible. Although the teachers generally felt positive about the teacher evaluation process, all experienced some negative situations that were the result of careless, weak, perfunctory, and manipulative evaluations. Principals expressed that the lack of time and adequate training hindered their ability to properly perform evaluations along with all the other required tasks. They also indicated they experienced a trend of evaluations evolving from checklists into other formats, and they voiced preferences for ideal evaluation formats which they would like to use. As a result, this study recommends at the district level that superintendents and school boards need to: (1) determine the level of priority of teacher evaluations, (2) provide the necessary time and training to accomplish evaluation tasks, (3) facilitate the evaluation evolution rather than impede its progress. At the building level, the study recommends that principals: (1) clearly communicate organizational details and contractual obligations associated with the teacher evaluation format, (2) offer additional services for upcoming observations or evaluations, (3) provide both compliments on good teaching and suggestions for improvement, (4) avoid manipulative situations in the teacher evaluation process. The study also suggests that future research explore the perspectives of both school boards and superintendents on the issues surrounding the teacher evaluation process.

This study focused on a descriptive analysis and evaluation of a community of learners in an elementary school setting. The literature cited seems to indicate that if education reform is to be effective, it is essential that it involve the educators within the schools in the process. The premise is that students will learn, grow, develop, and achieve more meaningfully if they are educated in a community in which the adults are also learning. The current literature, however, tends to contain suggestions rather than concrete examples of a learning community in action. For this reason, the focus of this study has been on a particular school's evolution in living out this concept from its reopening in 1987 through 1993. The process of living out this concept seems to support what the literature indicates as being crucial factors in its development. These factors are leadership, vision, change, and culture. Although these factors are important individually, it is their interrelatedness, which has significantly affected the growth and development of the community of learners. A case study approach that utilized qualitative data from interviews, participant observation, and supporting documents has provided the basis for the description and evaluation of the evolution of this concept. It is evident that the reopening of the Jefferson School in 1987 provided a unique opportunity for its members to build together a community of learners. The data from the study indicate that although the vision of a community of learners originated with the principal, it has been enlarged by a participative process involving all members of the school community. What began as a very "fuzzy" vision has become the framework from which the goals, objectives, and activities of the school originate. Learning is the school's main concern and all the members, adults and children alike, are learners. The data also indicate that enhancing and inhibiting factors have affected this community's development. A collaborative culture of openness has greatly influenced the collegiality of members and allowed for honest confrontations once trusting relationships have been established. Although much progress has been made, opportunities for continued growth need to be explored.

<p> Higher education institution performance has been brought to the forefront of the public policy arena by the spread of performance funding, the articulation of the Completion Agenda, and Congressional hearings on higher education. Debate over which entities should be responsible for monitoring the performance of higher education institutions as well as which measures are to be used has intensified. Currently, this oversight falls to institutional accrediting agencies that require institutions to meet established criteria, including the development of a culture of evidence and the pursuit of institutional effectiveness. To achieve and maintain accreditation, institutions must provide evidence demonstrating their adoption of a continuous improvement process. </p><p> Higher education institutions have a variety of continuous improvement frameworks from which to choose to improve quality and effectiveness in their processes and ultimately, their outcomes. There is; however, little research to identify how a framework might relate to organizational effectiveness performance. Accreditation provides a unique framework to higher education. The Higher Learning Commission-North Central Association (HLC), a regional accrediting agency, has created the Academic Quality Improvement Program (AQIP), an integrated approach to developing a culture of continuous improvement and supplying institutional accountability information. </p><p> This study investigated the relationship between higher education institutions&rsquo; continuous improvement planning processes and institutional performance measures of graduation, transfer out and first year retention rates for AQIP participating institutions, using a correlational explanatory research design and publicly available secondary data sets. The target population for this study consisted of US higher education institutions utilizing continuous improvement frameworks or similar professional standards. The sample selected was a purposeful convenience sample consisting of all 186 institutions currently participating in the AQIP accreditation process in the Higher Learning Commission region. The AQIP Systems Appraisal Reports were analyzed and the continuous improvement planning evaluations aggregated to develop independent variables. </p><p> The dependent variables of graduation, transfer out and first year retention were selected to represent organizational effectiveness measures. Graduation, transfer out and retention rate data are collected annually as part of the IPEDS survey. Findings showed that institutional characteristics such as sector, size and location had a greater impact on organizational effectiveness measures than continuous improvement practices. In addition, this study explored a unique approach to inter-rater reliability with respect to team generated documents.</p>