Develops a model for analyzing the centralized/decentralized nature of decision-making in American colleges and universities. (Author)

Provides a model for school organization structured to encourage coordination and communication between specialists, teachers, and principals. (Author/IRT)

Examines the factors that lead to the success of one regional education organization and the failure of a comparable one. The study demonstrates that organizational arrangements and leadership within the centers themselves were much more critical to survival or death than were environmental conditions. (Author/IRT)

Suggests that the merging of systems analysis and differentiated staffing offers a potentially powerful force toward more effective organization for instruction in schools and school districts. (Author/DN)

Investigates the relationship between environmental robustness, student behavior, and the openness of the school structure. Offers some tentative suggestions for increasing robustness in open schools. (IRT)

Institutions of higher education that have become disenchanted with the traditional ways of organizing student personnel services have begun to seek a new model. This model calls for the creation of a new university office called University Affairs, at least one subunit of which would be student affairs. (Author/WM)

Institutionalizing the evaluation function within educational institutions serves both accountability and decisionmaking. One of the greatest problems is the reliability of evaluation in formation. Provides guidelines for avoiding credibility gaps that derive from the characteristics of personnel and from the nature of the organizational…

Presents, adapted for higher education, the six phases that Greiner indicates business should go through in the change sequence--pressure and arousal, intervention and reorientation, diagnosis and recognition, invention and commitment, experimentation and search, and reinforcement and acceptance. (Author/IRT)

The current unrest with teachers is at least a partial consequence of the "fact" that increased levels of teacher commitment and competence have not been matched by corresponding increases in responsibility, adjustment in the pattern of authority, and the distribution of power. (Author/IRT)

Examines the literature on the inevitable conflict in modern organizations between the professional's training for self-administration and bureaucratic denial of individual initiative and draws implications for administrative techniques that can help win the loyalty of a professional staff. (Author/WD)

Reports the relationship between the teachers' participation in organizational decision-making and the perceived influence attributed to their administrative superiors, the principal and the superintendent. (Author)

Describes a master plan which consists of a program and organization built around (1) research and management, and information dissemination; (2) center for educational management; and (3) program development. (Author/DN)

Explains why and how organizational development can be effective at improving performance and job satisfaction in schools and maintains that the person most likely to apply it effectively is the instructional supervisor. (JM)

Evidence suggests that teacher burnout has significant impact on the quality of education and on teacher job satisfaction. Its causes include job stress and organizational structures or professional relationships. Reduction of burnout may come from such strategies as increased teacher role differentiation, greater teacher support, and improved…