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Characteristics of Research on Leadership in Education. An Occasional Paper [microform] / Paul C. Buchanan
Bib ID 5250872
Format BookBook, MicroformMicroform, OnlineOnline
Author
Buchanan, Paul C
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1971 
15 p. 
Summary

Any attempt to derive conclusions from the literature regarding leadership in education is limited because much of the literature consists of untested opinion and most empirical studies are based on information from one school or one school district and are thus very limited. Most studies utilize variables that are unique to the particular study and/or are nontheoretical, thus providing little in the way of a framework for integrating findings from different studies. Generally, studies fail in specifying the conditions under which a relationship between variables is tested, thereby running the risk that an actual relationship is undetected; and investigators tend to use perceptions of involved persons rather than observations by a third party as sources of information regarding variables, thus making findings subject to the attitudes or the memory of participants in the organization. In many cases, information regarding both variables is obtained from the same respondents, thus inflating the obtained measure of relationship because of a response set. Finally, the models used for differentiating among behavior patterns provide for limited alternatives and frequently involve one specified behavior (with the only other option being the absence of the one specified), thus running the risk of not differentiating what are actually meaningfully different behaviors. (Author)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Behavior Patterns.  |  Education.  |  Educational Research.  |  Human Relations.  |  Leadership.  |  Leadership Styles.  |  Research.  |  Research Problems.  |  Research Utilization.  |  Supervision.
Other authors/contributors Yeshiva Univ., New York, NY. Curriculum Research and Development Center in Mental Retardation
Available From ERIC 
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001 5250872
005 20181012144347.0
007 he u||024||||
008 080220s1971    xxu ||| b     ||| | eng d
035 |9(ericd)ED084658
037 |aED084658|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aBuchanan, Paul C.
245 1 0 |aCharacteristics of Research on Leadership in Education. An Occasional Paper|h[microform] /|cPaul C. Buchanan.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1971.
300 |a15 p.
520 |aAny attempt to derive conclusions from the literature regarding leadership in education is limited because much of the literature consists of untested opinion and most empirical studies are based on information from one school or one school district and are thus very limited. Most studies utilize variables that are unique to the particular study and/or are nontheoretical, thus providing little in the way of a framework for integrating findings from different studies. Generally, studies fail in specifying the conditions under which a relationship between variables is tested, thereby running the risk that an actual relationship is undetected; and investigators tend to use perceptions of involved persons rather than observations by a third party as sources of information regarding variables, thus making findings subject to the attitudes or the memory of participants in the organization. In many cases, information regarding both variables is obtained from the same respondents, thus inflating the obtained measure of relationship because of a response set. Finally, the models used for differentiating among behavior patterns provide for limited alternatives and frequently involve one specified behavior (with the only other option being the absence of the one specified), thus running the risk of not differentiating what are actually meaningfully different behaviors. (Author)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aBehavior Patterns.|2ericd
650 1 7 |aEducation.|2ericd
650 0 7 |aEducational Research.|2ericd
650 0 7 |aHuman Relations.|2ericd
650 1 7 |aLeadership.|2ericd
650 0 7 |aLeadership Styles.|2ericd
650 0 7 |aResearch.|2ericd
650 1 7 |aResearch Problems.|2ericd
650 1 7 |aResearch Utilization.|2ericd
650 0 7 |aSupervision.|2ericd
710 2 |aYeshiva Univ., New York, NY. Curriculum Research and Development Center in Mental Retardation.
856 4 1 |uhttps://eric.ed.gov/?id=ED084658
984 |aANL|cmc 2253 ED084658|d77000000085961
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