東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

The effects of formal and informal school district policy on the implementation of school-based management in an elementary school setting.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of formal and informal school district policy on the implementation of school-based management in an elementary school setting./
Author:	Hughes, Patricia Ann.
Description:	1 online resource (178 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 56-10, Section: A.
Contained By:	Dissertations Abstracts International56-10A.
Subject:	School administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9512209click for full text (PQDT)
ISBN:	9798208773345

The effects of formal and informal school district policy on the implementation of school-based management in an elementary school setting.
Hughes, Patricia Ann.

The effects of formal and informal school district policy on the implementation of school-based management in an elementary school setting. - 1 online resource (178 pages)

Source: Dissertations Abstracts International, Volume: 56-10, Section: A.

Thesis (Ed.D.)--University of La Verne, 1994.

Includes bibliographical references

Purpose. The purpose of this study was to examine by case study the effects of formal and informal school district policies on the implementation of school-based management (SBM) in six Southern California elementary schools and on administrators in districts in which those schools were located. Methodology. Three methods were used to collect data: semi-structured interviews, observations, and survey of documents. Interviews were used to obtain perceptions from site administrators and district-level SBM coordinators. Observation of SBM council meetings and a survey of documents were used to corroborate data obtained during interviews. Findings. (1) Site administrators viewed the superintendent's informal support as the most important factor in effective SBM implementation. (2) Site administrators observed that traditional practices and lack of trust were the greatest deterrents to SBM implementation. (3) District-level personnel also viewed the superintendent's informal support as the critical factor in effective SBM implementation. (4) District-level personnel perceived no one critical resister; lack of focus on instruction, limited resources, resistance to change, and lack of training were viewed as critical resisters to SBM. (5) Up-front communication with supervisor was the most effective strategy employed by site administrators. (6) SBM coordinators viewed SBM training for sites as the most effective strategy for increasing support of SBM. Conclusions. Some conclusions are: (1) districts have paid little attention to SBM policy formation, (2) informal policies and practices exert greater influence on SBM implementation than formal policies, (3) the superintendent plays the key role in effective SBM implementation, (4) parent influence may exert a major negative influence on SBM implementation, and (5) adequate training is an important factor in SBM success. Recommendations. Some recommendations are: (1) a clear vision of the intended SBM model should be transmitted to all involved in its implementation, (2) formal and informal policies should be analyzed carefully before beginning SBM implementation, (3) adequate, on-going staff development and parent education should be provided, and (4) further study should be conducted to examine the effects of contract waivers on SBM.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798208773345Subjects--Topical Terms:

3172164
School administration.
Index Terms--Genre/Form:

542853
Electronic books.

The effects of formal and informal school district policy on the implementation of school-based management in an elementary school setting.
LDR:03622nmm a2200337K 4500 001 2361455
005 20231019120629.5
006 m o d
007 cr mn ---uuuuu
008 241011s1994 xx obm 000 0 eng d
020 $a 9798208773345
035 $a (MiAaPQ)AAI9512209
035 $a AAI9512209
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hughes, Patricia Ann. $3 3702128
245 1 4 $a The effects of formal and informal school district policy on the implementation of school-based management in an elementary school setting.
264 0 $c 1994
300 $a 1 online resource (178 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 56-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Clague, W. Donald.
502 $a Thesis (Ed.D.)--University of La Verne, 1994.
504 $a Includes bibliographical references
520 $a Purpose. The purpose of this study was to examine by case study the effects of formal and informal school district policies on the implementation of school-based management (SBM) in six Southern California elementary schools and on administrators in districts in which those schools were located. Methodology. Three methods were used to collect data: semi-structured interviews, observations, and survey of documents. Interviews were used to obtain perceptions from site administrators and district-level SBM coordinators. Observation of SBM council meetings and a survey of documents were used to corroborate data obtained during interviews. Findings. (1) Site administrators viewed the superintendent's informal support as the most important factor in effective SBM implementation. (2) Site administrators observed that traditional practices and lack of trust were the greatest deterrents to SBM implementation. (3) District-level personnel also viewed the superintendent's informal support as the critical factor in effective SBM implementation. (4) District-level personnel perceived no one critical resister; lack of focus on instruction, limited resources, resistance to change, and lack of training were viewed as critical resisters to SBM. (5) Up-front communication with supervisor was the most effective strategy employed by site administrators. (6) SBM coordinators viewed SBM training for sites as the most effective strategy for increasing support of SBM. Conclusions. Some conclusions are: (1) districts have paid little attention to SBM policy formation, (2) informal policies and practices exert greater influence on SBM implementation than formal policies, (3) the superintendent plays the key role in effective SBM implementation, (4) parent influence may exert a major negative influence on SBM implementation, and (5) adequate training is an important factor in SBM success. Recommendations. Some recommendations are: (1) a clear vision of the intended SBM model should be transmitted to all involved in its implementation, (2) formal and informal policies should be analyzed carefully before beginning SBM implementation, (3) adequate, on-going staff development and parent education should be provided, and (4) further study should be conducted to examine the effects of contract waivers on SBM.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a School administration. $3 3172164
650 4 $a Elementary education. $3 641385
650 4 $a Educational administration. $3 2122799
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0514
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of La Verne. $3 718928
773 0 $t Dissertations Abstracts International $g 56-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9512209 $z click for full text (PQDT)