WorldCat Identities

University of Oregon Center for the Advanced Study of Educational Administration

Overview
Works: 97 works in 206 publications in 1 language and 5,149 library holdings
Genres: Conference papers and proceedings  Abstracts  Periodicals  Case studies 
Roles: Editor, Publisher, Other
Classifications: LB2805, 371.2
Publication Timeline
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Most widely held works by University of Oregon
Handbook of organization development in schools by University of Oregon( Book )

8 editions published between 1972 and 1977 in English and held by 337 WorldCat member libraries worldwide

This text has been written primarily as a handbook for organizational specialists in school districts, for those learning to become organizational specialists, and for teachers of organizational specialists. For the most part, each chapter and each major section has been organized to be understood and used independently from the rest of the book. The first two chapters describe the theory of organizations and the specific activities used for planning interventions in school organizations. Chapters three through eight present a rationale and the methods for improving the school organization functions of clarifying communication, establishing goals, uncovering and working with conflict, improving group meetings, solving problems, and making decisions. Each of these chapters contains ideas for planning as well as action guides for actual practice in the field. Two final chapters discuss two of the most important skills of the organizational specialist the design and the evaluation of a training program. One chapter presents ideas on how to go about putting together sequences of training activities into coherent designs; it also serves as a summary of the core chapters. The last chapter provides information for evaluating intervensions and the particular aspects of any training design. (Author/DN)
Educational administration abstracts by University Council for Educational Administration( )

in English and held by 337 WorldCat member libraries worldwide

Abstracts covering areas related to educational administration, educational leadership, educational management, educational research. The index contains 60,000 records, selected from the most important sources within the discipline, such as: Educational Administration Quarterly, Review of Higher Education, Journal of Educational Administration, etc. EBSCO has digitized the full archive of this index, bringing coverage back to 1966.-- publishers website
The teaching-learning paradox; a comparative analysis of college teaching methods by Robert Dubin( Book )

5 editions published between 1968 and 1969 in English and held by 325 WorldCat member libraries worldwide

Adoption of educational innovations by Richard O Carlson( Book )

6 editions published between 1965 and 1971 in English and held by 297 WorldCat member libraries worldwide

This inquiry was concerned with (1) explanation of the rates of adoption of new educational practices by school systems, and (2) explanation of varying rates of diffusion of educational innovations. Chapter one presents the explanatory framework to be employed, and the sources and kinds of data to be involved. The following chapters trace out portions of the natural history of innovations. In chapter two, the relationship between a superintendent's position in the social structure of adopters and his rate of acceptance of modern math was scrutinized. In chapter three, the subject is the patterns of seeking advice and information about new educational practices among school superintendents. Particular attention was paid to the way in which advice seeking and giving is related to the status structure of superintendents. Chapter four explores the relation of adaptive performance of superintendents as measured by acceptance of several innovations to the innovativeness score of the superintendents as measured by a set of independent variables. Chapter five moves away from the adoption stage of the life cycle of innovations to the spread or diffusion stage. Chapter six is a case study of some of the unanticipated consequences in the use of one innovation, programed instruction, in one school system. This publication is available from the center for the advanced study of educational administration, university of oregon, eugene, oregon, 84 pages. (Tc)
Change processes in the public schools by Richard O Carlson( Book )

9 editions published between 1965 and 1974 in English and held by 279 WorldCat member libraries worldwide

This publication is a report of a seminar on planned change conducted with public school officials by the center for advanced study of educational administration at the university of oregon. The main objective was the enhancement of the school officials' understanding of the planned-change processes and of their skill in carrying out planned changes. The seminar revolved around two major elements--(1) small group discussions of papers presented for the seminar by four consulting social scientists, and (2) what were termed "clinic sessions." These sessions brought together school officials and social scientists in small groups where attention was given to specific change problems that had been, and were being encountered by the school officials. The conclusions drawn from the conference were summarized as (1) how the administrator acts and how successful he is in his district makes an impact on the educational enterprise over and beyond the availability of resources, (2) the insights and knowledge of those who study human behavior and human institutions are relevant to school administration, (3) education has a great deal of goal ambiguity and this is an interfering factor in effecting changes, (4) there is need for research to guide administrators, and (5) in the absence of adequate research, educators must do what their experience, training, and professional commitments indicate is the better of the alternatives available. This publication is available from the center for advanced study of educational administration, university of oregon, eugene, oregon, 92 pages. (Tc)
The political world of the high school teacher by L. Harmon Zeigler( Book )

2 editions published in 1966 in English and held by 265 WorldCat member libraries worldwide

As a political leader and as a communicator of political ideas to students, the high school teacher is investigated in four situations--(1) reacting to job and environment, (2) participating in an interest group, (3) expressing political values in class, and (4) reacting to community sanctions. The study is based upon interviews with 803 oregon high school teachers. The typical oregon high school teacher is found to be more conservative politically than his community and to become more conservative the longer he teaches. Small-town teachers, female teachers, and teachers of business education or general education are the most conservative. The political life of the oregon high school teacher is found to be markedly less than that of other populations with comparable education and income. The few teachers who do take part in political activities are likely to be men supporting school bond issues and seeking increases in their own salaries. The author theorizes that two factors account for the political reticence of oregon teachers--the job itself and the kind of people who are recruited into teaching. (Hw)
Issues and problems in contemporary educational administration by Keith Goldhammer( Book )

7 editions published between 1967 and 1970 in English and held by 256 WorldCat member libraries worldwide

Toward a science of organization by Richard Jean Hills( Book )

1 edition published in 1968 in English and held by 238 WorldCat member libraries worldwide

Major elements of the theory of social behavior formulated by Talcott Parsons are applied to a study of organization. The organizational model developed is based on Parsons' four functional imperatives of goal attainment, adaptation, integration, and pattern maintenance. Organizations are regarded as social systems distinguished by different arrangements of the same structural elements, as determined by the values of the particular organization or system. Special attention is given to the classification of organizations and to external and internal problems of organization. Applications of the model are made to organization in education and to the relationship of organization to educational innovation. (Jk)
Perspectives on educational administration and the behavioral sciences by University of Oregon( Book )

9 editions published between 1965 and 1968 in English and held by 224 WorldCat member libraries worldwide

The papers in this publication were presented at a 3-day staff conference of the center for the advanced study of educational administration. The objectives of the conference were to (1) assess the actual and potential contributions of various academic disciplines to the program area of the center, (2) evaluate the field of administration as an area of academic interest, (3) discuss existing deficiencies in research and practice, and (4) examine the relationships of educational institutions to the larger social and cultural environments in which they are embedded. The seven papers that contributed to the achievement of these objectives presented the following topics--(1) the emerging science of administration as revealed by the literature in a variety of academic disciplines, (2) an analysis of the deficiencies of current research in educational administration and the correctives needed to produce research of high quality, (3) educational administration as viewed from the perspective of the sociology of education, (4) means to develop a social psychology of educational administration, (5) the use of analytical techniques employed in economics to make decision-making in education more rational and systematic, (6) cultural factors in the educational process, and (7) the schools as transmission agents for political values. This publication is available from the center for the advanced study of educational administration, university of oregon, eugene, oregon, 120 pages. (Al)
The medium may be related to the message; college instruction by TV by Robert Dubin( Book )

2 editions published in 1969 in English and held by 219 WorldCat member libraries worldwide

Starting from research-based conclusions regarding the use of Educational Television (etv) in colleges, and the premise that etv is a new medium of instruction rather than just another method, this book tries to answer three questions: 1. Can a distinction be made between the consequences of students being taught by etv and the consequences achieved by other teaching technologies? 2. Is there a systematic way in which the attitudes of college professors relate to the possibility that they may have to use etv in their teaching; and 3. Is there a special student reaction to being taught by etv compared with their reaction to the instructional technologies replaced by television instruction? Findings are that etv is neither better nor worse intrinsically than the medium of instruction it replaces in achieving results among students, and therefore does not require an educational policy decision. Professors are responsive to etv and will use it on an individual basis. Etv will tend to cause a redundancy in professors' teaching functions, but this will be compensated by a proportionate growth in their research functions. An extensive bibliography is appended. (Go)
Knowledge production and utilization in educational administration by Terry L Eidell( Book )

6 editions published in 1968 in English and held by 219 WorldCat member libraries worldwide

The seven papers contained in this monograph were presented at the Seventeenth ucea Career Development Seminar held in Portland, Oregon, October 1967. Some papers view the problems of applying new knowledge to practice quite generally in the context of the broader society while others focus more sharply on strategies for implementing the utilization of knowledge in the context of educational organizations. Launor F. Carter and Norman J. Boyan discuss the general question of knowledge production and utilization in education. Specific roles and techniques which need to be developed are outlined by Egon G. Guba, Ronald G. Havelock, and Sam D. Sieber. Richard Schmuck describes two training event models dealing with the social psychological aspect of transforming behavioral science knowledge into effective practice in educational administration. Finally, Keith Goldhammer presents some thoughts on how preparatory programs should be revamped in light of the need for specialized administrators. (Hw)
Teacher participation in the community; role expectations and behavior by Robert B Carson( Book )

2 editions published in 1967 in English and held by 213 WorldCat member libraries worldwide

To examine the role and functions of teachers as social participants within the school and in the community, questionnaire survey data were analyzed from a 62 percent response of teachers (508 of 816 total) and a 93 percent response of nonteachers (81 of 87 total) in three western oregon communities. As viewed by teachers, normative expectations and actual practices of teachers for 16 educational activities (E.G., teaching assignments, planning school plant expansion, and developing school budgets) were indicated on a continuum ranging from appropriateness of formal participation in specific decisionmaking processes to policy establishment and extent of personal involvement. Additional measures were determined for teacher perception of their appropriate social participation and influence at the community level. As viewed by nonteachers, comparative data defining teacher role norms were obtained from principals, superintendents, school board members, and community influentials. General findings indicated that social participation experiences and aspirations with respect to educational activities and community life are limited for most teachers in three ways--(1) teachers believe their wide participation in such activities is inappropriate, (2) they have not participated extensively in these activities, and (3) they do not aspire toward a powerful decisionmaking role either in education or in community life. Fifty-nine empirical findings are appended. This document is also available from the publications department, center for the advanced study of educational administration, hendricks hall, university of oregon, eugene, oregon 97403, for $2.00. (jk)
The normative world of the elementary school teacher by John M Foskett( Book )

3 editions published in 1967 in English and held by 204 WorldCat member libraries worldwide

To determine how community perceptions about rules of behavior affect the position and role of teachers, information about the normative structure of elementary schools was gained through use of role norm inventories administered to 367 teachers, 22 principals, 7 school board members, the school superintendent, 603 citizens, 56 community leaders, and 207 parents of elementary school children in a pacific coast community. For teachers, the measure contained statements expressing their views regarding four teacher roles (teacher action toward pupils, colleagues, parents, and community) and what they believed to be the views of each of the other populations in the study. Members of the nonteaching populations were asked to respond to each role norm statement by indicating how they thought teachers should act. Findings indicated that role consensus is less than 50 percent among teachers and between teachers and others. Consensus of the nonteaching populations regarding teacher behavior expectations is directly related to role membership. Because there is little agreement among other populations about teacher role expectations, teachers do not regard their normative structure as mandatory. The author concluded that (1) role norm agreement, even among professionals, may range from near zero to near 100 percent, (2) role norms for all populations throughout the culture seem to be ambiguous, (3) the normative structure is fairly permissive, and (4) teachers consequently have difficulty in accurately perceiving the normative expectations of other populations regarding teacher behavior. This document is available from the publications department, center for the advanced study of educational administration, hendricks hall, university of oregon, eugene, oregon 97403, for $2.00. (jn)
The school administrator and organizational character by John B Miner( Book )

5 editions published between 1967 and 1968 in English and held by 200 WorldCat member libraries worldwide

To determine major factors affecting selection and performance of supervisors in school organizations, data were analyzed from a school administrator evaluation form for 219 administrative personnel (79.3 percent of 276 total), representing large city, medium city, small city, and consolidated school districts in the pacific northwest. Applying techniques used in the analysis of business organizations, the study revealed that criteria for selection of school supervisors are determined by job performance criteria for the position and especially by the kind of district concerned. This leads to the formulation of "organizational climate" as a determining variable in the selection of supervisory personnel for a particular district. Descriptions are given for indices of supervisor effectiveness, as indicated by organizational reward (grade level assignment and salary) and overall potential for achievement (biographical factors, verbal ability, inner life orientation, conformity, creativity, innovation, and managerial, work, and social motivations). This document is also available from publications department, center for the advanced study of educational administration, hendricks hall, university of oregon, eugene, oregon 97403, for $2.00. (jk)
Jackson County revisited; a case study in the politics of public education by Keith Goldhammer( Book )

2 editions published in 1968 in English and held by 171 WorldCat member libraries worldwide

This document is a sequel to "the jackson county story, a case study," (ed 011 569) which described the impact on a large suburban school district of community conflict which rose over both educational and non-educational issues. The first study ended after the 1962 elections in which a majority of conservative candidates was elected to the school board. This sequel document covers the period between the 1962 and the 1966 elections. In 1963, faced with a school board whose majority was hostile to him and to many of his programs, the superintendent resigned. Under the new superintendent who aligned himself with neither faction of the school board, controversy subsided for a time. Before the 1964 elections, major issues came before the board which split the factions and the community into liberal and conservative camps. In 1964 and in 1966, the liberal committee for the public schools (cps) waged unified, organized campaigns for its candidates against the conservative council for better education. The techniques employed by cps in its successful efforts to capture a majority of the school board positions are described, and the effects of the community conflict upon the educational program of the county's schools are discussed. This document is also available for $2.00 from publications department, center for the advanced study of educational administration, hendricks hall, university of oregon, eugene, oregon 97403. (hm)
The normative world of the elementary school principal by John M Foskett( Book )

5 editions published between 1967 and 1969 in English and held by 156 WorldCat member libraries worldwide

To determine community attitudes toward the position of elementary school principal, data were gathered in a Pacific Coast community in 1965 through role norm inventories completed by 367 teachers, 22 principals, the seven members of the school board, the superintendent of schools, 603 citizens, 56 community leaders, and 207 parents. Findings indicate that conflicting views of the principal's role are held both by the principals themselves and by the other populations studied. With the principal identified partly as an administrator and partly as a member of the teaching staff, he tends to be associated in part with each of the roles and not completely with either. This role ambiguity may lead to low morale and to ineffective performance by elementary school principals. Appendices include the elementary school principal role norm inventory and analyses of scores for self-expectations of principals, principals' perceptions of the expectations of others, and actual expectations of others. A related document is ed 014 126. (jk)
The process of planned change in the school's instructional organization by University of Oregon( Book )

4 editions published in 1973 in English and held by 151 WorldCat member libraries worldwide

Social and technological change : implications for education by Philip K Piele( Book )

7 editions published between 1970 and 1980 in English and held by 150 WorldCat member libraries worldwide

This volume contains five state-of-the-knowledge papers commissioned by eric/cea (now eric/cem) and presented at a conference sponsored by eric/cea and casea. The authors and the titles of the papers are: Willis W. Harman, "Nature of Our Changing Society: Implications for Schools"; Richard C. Williams, "Teacher Militancy: Implications for the Schools"; Roger A. Kaufman, "System Approaches to Education: Discussion and Attempted Integration"; Marvin C. Alkin and James E. Bruno, "Systems Approaches to Educational Planning"; and John A. Evans, "Educational Management Information Systems: Progress and Prospectives." (Ra)
Viewpoints for the study of the administration of higher education by Harold W Stoke( Book )

4 editions published between 1966 and 1967 in English and held by 137 WorldCat member libraries worldwide

Higher education must be viewed in terms of economics, political science, sociology, and psychology. The types of questions which social scientists usually ask about organizations and agencies in industry, business, and other settings are raised about colleges and universities. Student and administrator problems connected with the diversity and potential student choice of institutions are discussed in terms of public and private institutions, church-related institutions, colleges versus universities, and the community college. Organizational problems are better analyzed with concepts of "meaning" and "purpose" rather than in terms of the standard "operational" question. The social sciences can be studied in terms of educational demand, higher education as an investment, higher education as a business enterprise, higher education as a political science, and educational bureaucracy, psychology, sociology, and history. Educational philosophy on such factors as decisionmaking, interpretation, and artfulness is important in determining the success of administrators. Two additional problems facing administrators are the crisis problem and the continuing problem. The crisis problem entails the upsurge of student enrollment, the expansion of research, and the development of new and demanding programs of public service. The continuing problems involve the establishment of the purposes and processes of education and the appraisal of the results. This document is also available from the center for the advanced study of educational administration, university of oregon, eugene, oregon 97403, for $1.00. (hw)
The concept of system by R. J Hills( Book )

2 editions published in 1967 in English and held by 103 WorldCat member libraries worldwide

The author reviews one of the basic social science concepts as it is utilized by professional social scientists, making a conceptual clarification of the term "system" as it relates to the field of school administration. Included in the analysis are key ideas expressed by the term, distinctions that serve as valuable guides in formulating problems for empirical research, and misuses of the term that deny it utility in scientific discourse. This document is a revision of a paper presented at the annual meeting of the american educational research association (new york, february 16, 1967), and is also available from publications department, center for the advanced study of educational administration, hendricks hall, university of oregon, eugene, oregon 97403, for $1.00. (jk)
 
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Alternative Names

controlled identityUniversity of Oregon

controlled identityUniversity of Oregon. Center for Educational Policy and Management

CASEA

CASEA (University of Oregon. Center for the Advanced Study of Educational Administration)

Center for the Advanced Study of Educational Administration (University of Oregon)

Oregon Center for the Advanced Study of Educational Administration

Oregon. University. Center for the Advanced Study of Educational Administration

Languages
English (112)