The purpose of this study was to analyze a specific organizational change effort in terms of its impact on one particular organizational subsystem. Specifically, the study assessed the impact of the introduction of the facilitator role on the instructional program of the Decatur County, Georgia, school district. / The study was designed to: (1) Ascertain the degree of facilitator involvement in activities in the following areas of educational technology: (a) Development of a concept of the learner; (b) Curriculum; (c) Teaching strategies; (d) Assessment of the instructional program; (e) Assessment of learning outcomes; (f) General administrative responsibilities. (2) Ascertain facilitator impact on: (a) Individualization of instruction; (b) Teacher flexibility; (c) Change process in the instructional program; (d) Integration of the curriculum; (e) Changes in roles of district personnel. (3) Ascertain the area of educational technology in which the facilitator has had the greatest impact. (4) Ascertain the area of educational technology in which the facilitator has had the least impact. / The Decatur County, Georgia, public school district was selected as the target organization for this study, and four groups within the system were chosen as subjects: (1) all elementary teachers, excluding special education, physical education, and music teachers; (2) all elementary principals; (3) all elementary reading and mathematics facilitators; and (4) all central office administrators. Data were obtained through the use of a questionnaire and through structured individual follow-up interviews. / An analysis of data elicited from the questionnaire and structured interviews resulted in the formulation of the following conclusions: (1) Facilitators were involved to some degree in all of the six identified areas of educational technology. They were most highly involved in the areas of assessment of learning outcomes and assessment of the instructional program; they were least involved in the development of a concept of the learner and general administrative responsibilities. (2) The activities of the facilitator contributed to an instructional program which met the identified needs of the students of the district. (3) Teacher flexibility and autonomy were decreased as a result of the activities of the facilitator. (4) The curriculum of the district was somewhat narrow in focus and scope as a result of the role of the facilitator. (5) The principal was less involved in the direct supervison of instruction, since the facilitator had assumed much of that responsibility. (6) The facilitator was considered to be a central figure in bringing about changes in the instructional program of the district. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2415. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74513 |
| Contributors | O'HOWELL, MARTHA LYNN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 299 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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