CONTEMPORARY SYSTEMS THEORISTS HAVE PROVIDED A HELPFUL VIEW OF THE WAY GOAL-STRUCTURE MAY SHAPE ADMINISTRATIVE BEHAVIOR IN EDUCATIONAL ORGANIZATIONS. THE "TRADITIONALIST" VIEW ASSIGNED ORGANIZATIONAL GOALS THE FUNCTIONS OF FORECASTING AND PLANNING. THE "EMERGING MODEL" VIEWED GOALS AS UNDEFINED ELEMENTS REQUIRING LITTLE SYSTEMATIC TREATMENT IN A…

Presents a model of the process of work adjustment as derived from the Theory of Work Adjustment. Integrates the original propositions of the theory with more recent work on personality dimensions. Mechanisms of adjustment to work discussed to emphasize the dynamic nature of the complete work adjustment process. (Author/DOW)

The concept of development is discussed from the perspective of the cook's art. It is suggested that the cook differs from the psychologist in degree but not in kind. (GO)

Major factors are: administrative backing, placement of an instructional development center in the institution's hierarchy, and rewards for faculty. (DAG)

Suggests that the Milan systemic approach probably reflects a significant advance in family therapy and possibly in psychotherapy in general. Provides a historical overview of the development of the approach, an articulation of some major assumptions and background theory, and a brief description of the overall pattern of practice. (Author/JAC)

Explains why systems theory and its applications, which examine outcomes in terms of resources applied, are emerging as an alternative explanation method in business, government, and education. Explains the planning, programming, budgeting system (PPBS) and describes teacher responses to similar rationalized systems operations. (SB)

The author presents a possible generic model for educational management and attempts to relate this model to several tools currently being used for the quantifiable improvement of education." Appended are 33 references. (Author/AA)

Evaluation models have been taken as methodologies for actually conducting evaluations, instead of as persuasions or frameworks within which more specific constructs and methods must be placed. Although evaluation models do not provide methodologies, they do provide a guide for thinking about how an evaluation could be conducted. (Author/LC)

Responds to an earlier comment, in a continuing discussion of Parsonian functional imperatives and their basis in observation, their intellectual status, their ability to be tested empirically, and the number of imperatives. (RW)

Provides a brief history of industrial arts curriculum development, a rationale for a technology-based study of industrial arts, and the use of a systems view in understanding and interpreting technology. (SK)

Reviews major approaches to assessing library effectiveness and then proposes a systems model that conceptualizes effectiveness as a process of converting inputs to outputs. Implications for library management are discussed. (JD)

Discusses the redesign of educational systems and presents a designing matrix to help select boundaries of a new system. A conceptual framework for exploring educational system boundaries is described, systems models are discussed, and the three cells of the matrix are explained. (LRW)

A professional practice model is a system that supports control over nursing care. It has five subsystems: values, professional relationships, delivery model, management approach, and compensation and rewards. Comparison of five health facilities provides guidelines for planning, implementing and evaluating a professional practice model. (SK)