This study investigated teacher perceptions of the climate in 545 individually Guided Education (IGE) elementary schools, using the Organizational Climate Index as a research tool. The schools were categorized according to degree and length of implementation and according to location (rural, suburban, urban, and inner city). The following…

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…

The purpose of this manual is to provide learning community leaders orientation to the leadership role and its responsibilities. This book is a guide through the assessment, planning, implementation, and evaluation stages of community growth. Close attention to the manual will allow a learning community leader to: (1) recruit a staff of committed…

The purpose of this study was to develop a valid, reliable instrument for measuring the perceptions of teachers regarding decision-making structures and teacher involvement in decision-making in schools using the Individually Guided Education (IGE) model. Elements of Lipham's model of the decision-making process and Dale's definition of…

The purposes of this study were to determine the relationship of structural aspects of the school organization and leadership behavior in schools to job satisfaction within Individually Guided Education (IGE) schools, and to determine whether organizational structure or leadership behavior had more impact on job satisfaction in IGE schools. Data…

As part of an 8-year study of education reform in rural Kentucky, this report examines the primary program that has evolved in six rural elementary schools as a result of the Kentucky Education Reform Act (KERA), which requires that grades K-3 be replaced by a nongraded program. This change aimed to eliminate failure in the first 2 years of…

This report analyzes the effects of multiunit school organization on elementary teachers' patterns of task-related communication. Multiunit teacher work teams, or units, are characterized by discussions between teachers about the intimate details of their daily work; this contrasts with the structurally undifferentiated organization of…

Building on previous investigations of the effects of team-organized instructional arrangements on elementary school teachers' sense of autonomy, this report reexamines data from 14 multiunit schools which still retained the team instructional plan at the end of the second year of implementation. Indicators measured were interdependent teaching…

A longitudinal study of elementary schools formally implementing the Multiunit School model collected data suggesting that teachers' feelings of autonomy and job satisfaction are less closely associated with teacher participation on faculty teams for the management of instruction and school administration than with the presence or absence of…

Five of the six papers in this monograph describe case studies of four schools in the initial year of implementing differentiated staffing. These studies attempted to identify issues and generate hypotheses regarding the process of innovation implementation that would be worthy of more precise subsequent investigation. Researchers ended the…

This final report summarizes the Management Implications of Team Teaching Study. Subjects for the study were 29 elementary schools in Kentucky, Virginia, New Jersey, Massachusetts, and New Hampshire. Interviews and questionnaires were used to collect data from 1974 to 1976. The prime study described by W. W. Charters in Part 1 was designed to…

The Appalachia Educational Laboratory qualitative study of the implementation of five aspects of the Kentucky Education Reform Act in four rural school districts is now in its fourth year. This paper focuses on findings concerning the first year of the primary program, which was put into widespread operation in 1992-93. Nongraded primary programs…

This is an interim report of the longitudinal research presently being conducted by the staff of the Management Implications of Team Teaching (MITT) Project. The MITT Project examines a fundamental change in the organization of the instructional staff of the American elementary school generally referred to as team teaching or team organization.…

To test conclusions of previous investigations about the influence of team teaching upon task interdependence among elementary school teachers, University of Oregon researchers took measures in 14 elementary schools in six eastern states before and after installation of a multiunit instructional organization. Based upon research at Stanford…

The purpose of this practicum was to show the development and evaluation of a multi-unit elementary school (MUS-E) using Individually Guided Education. As an organizational structure capable of permitting planned change. MUS-E provides for the growth of its students on an individual basis, provides in-service for its teachers, involves the public…