Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University. Missing page 49.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

Recent evidence suggests that strong, positive organizational cultures characterize high performance schools. Themes related to the concept of organizational culture (e.g. climate, ethos, values, underlying assumptions, style) have been the subject of investigation for more than half a century. However, because the concept has been examined with numerous variables, methodologies, and theoretical frameworks, there is a lack of common understanding in the literature about the term organizational culture, particularly as it applies to schools. The general purposes of this research, therefore, are: (1) to contribute to the clarification of the concept of organizational culture as it applies to educational administration and organizational theory, (2) to describe the organizational cultures of three high performance British Columbia (BC) secondary schools and to describe the similarities and differences among their cultures, and (3) to evaluate the research technique for discovering and describing the organizational cultures of schools. Anticipating cultural variation associated with population size, geographic location, and public/private school settings, one urban, one rural, and one independent school were selected for study from among the highest performing British Columbia secondary schools. Academic achievement on specific provincially developed assessment instruments was used to gauge the relative performance levels of the province's secondary schools. Data were primarily gathered using semi-structured audio-taped interviews with all school administrators and randomly selected samples of students, teachers, parents, and secretaries or custodians. The taped interviews were later transcribed and analyzed using content analysis. Examination of school documents and informal observation also provided sources of data. The principal conclusions of this study are listed below: 1. The values held by the members of the study's schools were highly congruent, and common values were enumerated. With reference to Hodgkinson's (1978) value paradigm, the vast majority of values were interpreted as Type 2A and/or Type 2B. 2. Although many attitudes were unique features of individual schools, the majority were common among the schools. These are analyzed and described. 3. Despite the fact that normative expectations were highly congruent among the organizations, a great deal more variability existed for cultural norms than was the case for attitudes and values. 4. Within each school the cultural perceptions of organizational members were highly congruent. 5. Although all three schools were characterized by relatively strong organizational cultures, that of the independent school was interpreted as stronger than either the rural or the urban school. 6. No appreciable difference in cultural strength was identified between the rural and the urban school. 7. A positive relationship appeared to exist between respondents' perception of the organizational culture and the length of time they had been associated with the school. Furthermore, after one year in the independent and after two years in the public schools, organizational members appeared to have become acculturated. 8. The study's semi-naturalistic approach allowed the researcher to discover and describe school-wide organizational cultures in the study schools. 9. This research suggests that perhaps most important to the success of an organization are the underlying values and attendant attitudes. The research, therefore, promotes the notion that future investigations concentrate on the organizational values and attitudes associated with schools. / Graduate

M.Ed. / Organisations have existed throughout history. Such an organisation is the school. Up to date scientists have studied various aspects of the school as an organisation. Since schools are complex in their tasks and procedures,it has become imperative that the school management leader, the principal should also receive professional training in management. The main aim of the relevant research is to relate and apply existing managerial theories on organisations to the school. The first aspect on which the research concentrates is a general discussion on establishing organisation aims and organisation policy. This research then focuses on specific aims which are noticeable in the school, as well as on policymaking in the school. Secondly, the study examines aspects of the school as ,an organisation system. It explains how the formal and informal structures and groups within the organisation come into existence, in addition to how and why they function. As a system an organisation may also reveal either an 'openness' or a 'closedness' towards the external environment. The elements which determine the complexity of the school as a system are introduced. As far as the managerial and internal character of the school is concerned it may appear to be bureaucratic on the one side of the scale or professional on the other side of the scale.The school as an organisation functions as a system consisting of various subsystems which should always be in harmony with one another. If any change should occur in one subsystem the process of homeostatis is put into action in order to restore the balance. The school is regarded as a social system in its own right but is also a subsystem of the greater social system. The research then continues to explore the various organisational functions, as well as the various elements of the organisation's structure. Four functional elements and four structural elements are identified. The two groups of elements reveal a series of possible relationships which could indicate organisational character, efficacy and productivity. The four basic organisational structures are discussed and a possible organisational structure for the school is given. The fifth chapter concentrates on various aspects which are of importance to the school's organisational environment. In this regard Idenburg (1971) has devised a scheme indicating the various social powers which exert pressure on and influence the nature of the school. This aspect of school organisation is explored fully. The following aspects of school organisation are then discussed: school climate; organisational health; organisational needs (which include individual needs); and variables in the school as an organisation. Asection dealing with organisational change and renewal or innovation follows as these elements of an organisation are inevitable. Procedures for implementing innovative change in school organisation are introduced. The final chapter consists of conclusions and recommendations in respect of school rganisation. The most important recommendations made are, inter alia: * school management leaders should receive professional training in this sphere * modernization of the administrative function in schools should receive urgent attention. Finally, the research done for this study would hopefully contribute to the science of school organisation and to the science of education management. The study is an attempt to bring together as many aspects of school organisation as possible. Due to limited space and extent of this research the following aspects of the school management environment had to be omitted: * management styles * crisis management * management by objectives * clinical management * participatory management * organisation culture * organisation conflict.

[No abstract available] / Education, Faculty of / Graduate

The intent of this study was to probe female High School students' perceptions of the role of practical work in their school science education. A total of 20 students were interviewed: four Grade 9 students and four Grade 12 students in the pilot study and six Grade 9 students and six Grade 12 students in the actual study. The students involved attended a girls' High School and had experienced at least two years of science education in an all girls environment. Each student was interviewed for between twenty and thirty minutes. The interviews utilised the 'Rapport Interview' technique. The interviews were audio-taped, transcribed and the information obtained collected under eight main category headings. Among the significant findings of this study were: 1. Female High School students view practical work in science as an aid to learning and understanding science concepts, and as a memory aid. 2. Students view demonstrations as an inadequate replacement for hands-on practical work. 3. Students require some theoretical background knowledge before proceeding with practical work if they are to obtain the maximum benefit from the experience. 4. Students prefer to undertake a self-directed enquiry rather than a prescribed one if they have some familiarity with the material. This preference may change if the work is to be graded. 5. Female High School students, particularly in Grade 9, feel insecure when conducting practical work and feel more comfortable when working with a chosen partner. 6. Failure to obtain the 'correct answer' can result in female students ' experiencing negative feelings about their abilities. 7. Dissection makes a powerful impression on female students and seems to stand apart from other types of practical work. 8. Safety is of considerable importance to Grade 9 female students and may be inhibiting their activities in the laboratory. The findings of this study suggest that practical work is of considerable importance to female High School students for a variety of reasons but the most important is to further their understanding of science concepts. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate