The organizational structure of a multiunit school is examined for implications regarding instructional leadership in that setting. (GW)

The flexibility inherent in the multi-unit school organizational plan has been instrumental in making possible the placement of special education students in regular classrooms for a portion of their daily instructional program. This provides unusual opportunities for academic, emotional, and social growth heretofore unavailable to these students.…

The procedures and results of an information dissemination technique involving direct mail activities and conferences are described in this report. The approach described was utilized as the first step in an effort to begin the national implementation of the Multiunit School-Elementary. Analysis of the results of the project indicate that the…

Evaluates materials used for IGE, a program that calls for one-to-one and small group instruction plus much independent study. Emphasis on reading and motivation materials. Describes the program objectives and implementation features. (Author)

Discusses the alternative learning and teaching system, Individually Guided Education (IGE). (JF)

This bird (the Toucan) is the perfect symbol for a multimedia, multiethnic, multiage, people-oriented school, the Grant School, Bridgeway Project, in Waterloo, Iowa. (Editor/CB)

Several years ago a group of researchers at the Stanford Research and Development Center conducted an investigation exploring team organization in elementary schools and its consequences for individual autonomy, collective control of the work setting, and job satisfaction. The findings of that study, known as the Meyer and Cohen study, were…

A comparative study was conducted to investigate the relationship of the multiunit school organizational structure and Individually Guided Education to the learning climate of pupils. The responses of 410 pupils in traditionally organized schools were compared to the responses of 566 multiunit school pupils on several attitudinal measures…

This study attempted to examine the organizational structures of elementary schools in terms of complexity, centralization, formalization, stratification, and job satisfaction; and to analyze the relationship of these variables to the adaptiveness of elementary schools. More specifically, it compared the Multiunit School-Elementary (MUS-E) type of…

This book shows the relationship of the Ohio Consortium Elementary Teacher Education Model (ED 025 456 and ED 025 457) to the Multi-unit school by summarizing development of the model (by the Ohio Consortium of State Universities of Ohio) and describing its implementation in a multi-unit school (Martin Luther King, Jr., in Toledo). The model…

The followup study reported here is a supplement to the process evaluation of the 1971-72 multiunit school organization/individually guided education (MUSE/IGE) nationwide installation effort by the Wisconsin Research and Development Center. The major purpose of the followup study was to determine basic implementation status in a number of schools…

The adoption of team teaching or team organization in an elementary school causes change in the organization's work system or in the basic structure of its managerial system, or both. Distinguishing between the two kinds of change has been a central feature of the MITT (Management Implications of Team Teaching) research project at the University…

These documents (IGE booklet and accompanying mailing piece) provide information about the multiunit elementary school (MUS-E). The MUS-E is the organizational administrative component of a system of individually guided education (IGE) designed for the elementary school. The MUS-E and IGE are designed to formulate and carry out instructional…

Local schools, teacher education institutions, and other state agencies have recognized the advantages of the network concept and have moved toward relying on the state IGE network structures. (MM)