Previous qualitative studies show that when the formal organization of a school and patterns of informal interaction are aligned, faculty and leaders in a school are better able to coordinate instructional change. This article combines social network analysis with interview data to analyze how well the formal and informal aspects of a school's…

Purpose: Research shows that trust is significantly related to academic achievement. This study expands knowledge of this connection in two ways. First, because a stratified, random sample of elementary schools from an entire state was used, the results have considerable generalizability. Second, this study tested the relationship between trust…

Organizations seek stability in the policy environment, initially through direct control mechanism, but depending on risk propensity and uncertainty of the environment, through other means as well. A repertoire of seven such means are described and discussed. (Author/IRT)

Answers an earlier article by Jean Hills and the previous article by Donald Willower by proposing that organizations are invented social reality. (JM)

Identifies and analyzes the basic assumptions underpinning contingency theory and the contingent nature of organizational structure, leadership, and planning variables. (Author/IRT)

Explores the implication for human service organizations when concepts drawn from organization technology, control theory, and human system design are integrated in computer simulation models that can test alternative management decisions, policies, and organization structures prior to implementation. (Author/IRT)

Investigates the way individuals seek to resolve role conflict (the resolution-oriented decisions they make), the reasons they ascribe to specific role conflict resolution decisions, and why these reasons differ depending on the role actors, organizational level, and specific nature of the conflict issue. (Author/IRT)

Power and friendship networks in academic organizations are examined to see what effects selected dimensions of interaction have on the work alienation of educators. Findings suggest that interaction with friends and respected coworkers is more important to professional educators than contacts with those in authority. (Author)

Domains of inquiry, values, and practice as they bear upon educational institutions are considered. Various junctures within and among the domains are described, and it is contended that integration is desirable. In analyzing the nature of disjunctures, special attention is given the character of educational organizations and their settings.…

In replies to two critiques of his 1980 article, appearing in the fall 1982 issue of "Educational Administration Quarterly," the author first questions the notion that all organizations must meet certain requirements to survive and, second, denies that structured observation research on school administrators is "neo-Taylorism."…

Management information systems fail because they are based on the assumption that more facts are needed and they overtax computer systems. The alternative proposed here is much smaller (in data banks and dollars) than conventional systems and is designed to aid decision making rather than to build banks of facts. (Author/IRT)

Examines factors affecting teacher expectancy through hierarchical linear modeling of data from two large-scale surveys of teachers working in schools with high-stakes accountability programs. Finds following significant predictors of teacher expectancy: Teacher perceptions of program fairness, student performance feedback, lack of goal conflict,…

The pressures for accountability and collective bargaining will formally and forcefully alter the existing informal balance of power relationship between the structures of official law and policy on the one hand and the informal structure of teacher professionalism and colleagueship on the other. (Author/IRT)

Described is a computer-based simulation model for maximizing both the feedback of an administrative "in-basket" simulation exercise and the analysis of the results. (Author)

Reveals that Michigan teachers do not regard the state department's communications on accountability as authoritative and predicts that the teachers will withhold their cooperation from the program. (Author/IRT)