No description available.

No description available.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 175-235. Bibliography: p. 237-269.

Issued also as Thesis (Ph. D.) Columbia University. / Bibliography: p. 175-235. Bibliography: p. 237-269.

The purpose of the study was to develop a model of strategic planning which was fitted to the specifics of the planning need of public schools. In order to develop such a model certain questions were addressed:1. What administrative procedures are suggested prior to the initiation of a formal strategic process in a public school district?2. What school district organizational structure facilitates a strategic planning process?3. What are the mayor variables that should be included in a strategic planning process for public schools?4. What information is included in a strategic planning document and what format is suggested for such a plan?5. What procedural methods can be used in the public school district to transfer a strategic plan into strategic action?6. What factors tend to restrict the use of a strategic planning process?Significance of the StudyThe significance of the study was based on the the factor of accelerating change in today`s environment with the resulting impacts on the realm of public education. While the public school systems are not competitive in the same essence as are businesses, school districts are in constant competition for resources and the maintenance of educational goals which will assist the United States in maintaining a competitive status in the global environment.The above cited challenges require tools for planning that go beyond the traditional introspection of long-range planning or the programming, planning and budgeting system (PPBS). The required tools must embrace the total environment and those forces therein that impact on the pursuit of elementary and secondary schooling by the U. S. populace.Shirley (1981, p. 1) concluded that most planning guides stop short of full paradigm development. That author also indicated that the non-profit sector represents a new and virtually untapped area for research and writing in strategic planning. The absence of published articles and only one book on strategic planning for public schools sustains Shirley's position.If public school superintendents and district school boards were to be influential in meeting the opportunities and threats of the future environment, the need for tools to assess and plan for those enterprises was imperative. The development of a strategic planning model for public schools could provide such a tool.Limitations of the StudyThe limitations of this study were:1. The analysis and recommendations were based on limited research related to strategic planning for public school administration.2. The study was limited to analysis of selected strategic planning models used in private profit and non-profit environments with a resulting new model tailored for the public school situation.3. The new model was developed using the concepts of strategic planning in the private and non-profit sectors. Components were refined to consider the public school environment with a new archetype. A panel of experts in the fields of strategic planning and public school administration were used to verify the appropriateness of the new model and its various components.4. The model's usefulness was restricted to use in planning for public educational institutions.5. A field test of this model was beyond the scope of this research.Definition of TermsThe following terms were applied and used throughout this study to insure clarity and consistency (Lewis, 1983).Problem-solving planning. This type of planning is of short duration (one to two months) and is used to restore performance back to a routine level. (p. 9)Operational planning. This type of planning is of a duration of up to one year and is used to improve on routine performance or to reach an aspirational performance level. (p. 9)Long-range planning. This type of planning is of a longer duration of three to five years and is used to determine performance gaps and resources needed to remedy these gaps. A prime characteristic of this type of planning is its focus on the internal or microenvironment. (p. 11)Strategic planning. This type of planning is of longer duration usually three to ten years and is used to improve performance in order to reach the mission and educational goals of the school district. A prime characteristic of this type planning is the recognition of both the internal or microenvironment and the external or macroenvironment in the planning process. (p. 10)Critical analysis. The role of the critical analysis is to identify, analyze, and evaluate the key trends, factors, forces, and phenomena having a potential impact on the formulation and implementation of the long-range goals and strategies. (p. 35)MethodThe model was developed using the following procedures:1. A comprehensive review of selected literature in the field of strategic management was conducted. Findings from this review were analyzed to provide a basis for the development of an initial strategic planning model for specific application to public school systems.2. The initial model was developed and presented to the doctoral committee of the researcher for review and recommendations.3. A working draft of the revised model was presented individually to a panel of public school experts. Interviews were conducted to seek opinions on the completeness of the model and its application to the public school environment.4. A review was made of the information and opinions received from the experts. Such information provided the basis for refining the model.5. Upon completion of the refinement process, the model was again presented to the doctoral committee of the author for a final review of the findings.Organization of the StudyThe study was developed into five chapters and a selected bibliography. Chapter I includes the introduction, purpose of the study, significance of the study, definition of terms, methodology, and organization of the study.Chapter II contains a review of the literature related to strategic planning in the private and non-profit sectors of the environment and planning in public school administration.Chapter III contains the presentation of the methods and procedures used in this study.Chapter IV contains the report of the results of the study and the findings regarding the research model.Chapter V contains a summary, conclusions and recommendations which resulted from the study.A selected bibliography is attached as the concluding section. / Department of Educational Administration and Supervision

No description available.

The primary purpose of the study was to determine the public school curricula, kindergarten through grade twelve, as mandated by the legislature in each of fifty states as of July 1, 1988. A secondary purpose of the study was to determine trends that may be evident through a comparison of the findings of the study with the findings of two earlier studies, the Marconnit study (1966/67) and the Berry study (1977/78). Like the two earlier studies, statutes pertaining to mandated curriculum for each of the fifty states were utilized as the source of the findings.To accomplish the stated purposes, nine questions were posed to serve as the basis of research for the study. The nine questions addressed the following topics: (1) subjects of required instruction, (2) grade levels of instruction, (3) time allotted to instruction, (4) performance objectives associated with a subject, (5) presentation of detailed subject content, (6) geographic, population, or state admittance patterns associated with the subjects, (7) subject related requirements which are unique to individual states, (8) states which have granted complete control of the curriculum to another state entity, and (9) trends which were evident from a comparison of the study findings with the findings of Marconnit (1966/67) and Berry (1977/78).Three hundred ninety-seven subjects were identified in the study. Marconnit (1966/67) identified ninety-nine subjects and Berry (1977/78) identified one hundred ninety-nine subjects. An increase in the number of states specifying grade levels, time allotments, performance objectives, and subject content was also noted. Unlike the two earlier studies, four subjects, government, health, safety education, and fire prevention, were observed to be associated with particular geographic regions. Two hundred thirty-seven subjects were identified as being unique to individual states. Only one state, Montana, was identified as having granted control of the curriculum to another state entity. In comparing the findings of the three studies, the number of subjects contained within six of seven subject categories increased. The six subject categories were: government; economics and geography; basic skills and language; mathematics and science; health, physical education, and safety; and miscellaneous subjects. Only the subject category related to the arts remained relatively constant. / Department of Educational Administration and Supervision

The primary purpose of this study was to determine provisions for equality and liberty for the funding of school capital expenditures in each of the 50 states. More specifically, the following issues were analyzed: (a) the extent to which state policies provide equality in funding school facility construction, (b) the extent to which state policies provide local boards liberty in decisions on funding school facility construction, and (c) categorization of the 50 states with respect to provision of liberty and equality for capital outlay funding. A descriptive database of the capital outlay funding systems for each of the 50 states was developed.A descriptive survey research procedure was used. Data were collected from August through November 1999 using a survey instrument developed by the author. Usable data were received from all states.States were categorized as high, moderate, or low with regard to their potential to achieve funding equality and liberty for local districts. Only one state, Hawaii, ranked low in liberty; however, 18 states ranked low in equality. Six states ranked high in both liberty and equality.The following conclusion were formulated: (a) states that continue to rank low in equality are likely to face future litigation; (b) the courts have tolerated some degree of inequality to preserve liberty; (c) politics and not economics often determined how state legislatures responded to equality concerns; (d) differences among the states are far greater with respect to equality than they are with respect to liberty; (e) many states will continue to experience considerable conflict over funding school construction because of the inevitable tensions between liberty and equality.Further study was recommended in both the 18 low equality states and the six states that ranked high in both equality and liberty. The purpose should be to identify legal, political, and economic variables that affected school construction finance policies in those states. / Department of Educational Leadership

The problem was to determine the public school curriculum as currently mandated by each of the fifty states. The study was confined to those mandates regarding the public school curriculum as of December 1976. Only the curriculum as pertains to the public schools from kindergarten through grade twelve were made a part of the study. A compilation of each curriculum, statute was made of the fifty states. Each state was listed in alphabetical order with the statutes pertaining to the mandatory curriculum. The collection of statutes served as the basis for the study of patterns that existed between the states. The data were treated graphically and also listed by individual states.A review of the literature showed that the United States Constitution does not contain a reference to education. The state power to prescribe curriculum was interpreted to come from provisions included in the Tenth Amendment to the Constitution. Education has been a state function and is mentioned in every state constitution. State legislatures have had plenary power to prescribe both the type and content of curriculum to be used in the public schools.The report of findings included one hundred ninety-nine subjects and represents the subjects mandated to be taught and/or studied within at least one state of the fifty states. From twopercent to sixty-six percent of the states had legislation requiring instruction in each of the subject areas.The findings were organized under seven categories:(1) Subjects Related to Government, (2) Subjects Related to Economics and Geography, (3) Subjects Related to Basic Skills and Language, (4) Subjects Related to the Arts, (5) Subjects Related to Mathematics and Science, (6) Subjects Related to Health, Physical Education and Safety, and (7) Miscellaneous Subjects. Within each of the seven categories were placed all subjects mandated to be taught and/or studied in the public schools. The report of each mandated subject contained the name of the legislating state, the grade or grade level, requirements peculiar to each state, the actual content of subject matter when listed, the amount of time devoted to the subject if specified, and a graphical treatment of the prescribed subjects.Practices of legislatures have caused ambiguity. Mandates have been made requiring a subject title to be taught or studied without prescribing content. States have required examinations be given concerning a subject title but did not specify how extensive the examinations were to be. Of the one hundred ninety-nine subjects prescribed, eighty-five subjects were required by but a single state. The eighty-five subjects represent unique requirements for the particular states. The total requirements of each state is different from the total requirements of all others.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1986. / Bibliography: leaves 122-125. / xv, 253 leaves, bound ill. 29 cm