Differential Effects of Organizational Processes on High and Low Achieving Students [microform] / Serge Madhere and Jann Azumi
- Bib ID:
- 5412037
- Format:
- Book and Microform
- Author:
- Madhere, Serge
- Online Version:
- https://eric.ed.gov/?id=ED216065
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1982
- 21 p.
- Summary:
-
Pupils, teachers, and principals in urban elementary schools were interviewed to determine how administrative leadership styles and types of feedback mechanisms affect the academic achievement of two groups of pupils: those enrolled in Title I remedial reading programs, and those enrolled in the regular curriculum. Two components of administrative leadership were investigated: a principal's concern for group/person maintenance, as demonstrated in his ability to consider teachers' opinions and needs in decision making; and his emphasis on task, determined by his familiarity with classrooms and clasroom strategies. The types of feedback mechanisms were the degree to which teachers monitored pupils' work and progress, and the school's concern for pupil socialization and development. It was found that while a task oriented principal might seek to influence educational processes more systematically than a person oriented principal, the latter was more likely to elicit stronger response or commitment. Children with remedial needs were observed to respond to school management practices oriented toward social integration (group maintenance and pupil socialization), while children in the regular curriculum were found to respond better to practices oriented toward academic intensity (task orientation and classwork monitoring). The results suqgest that improving academic achievement requires the use of different methods among different groups of pupils. (MJL)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March, 1982).
- Educational level discussed: Elementary Education.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Azumi, Jann, author
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
- Reason for copyright status:
- Until 2059 [Created/Published Date + 70 Years]
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1989
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Results of pilot study to evaluate the Community for Learning (CFL) Program [microform] / by Barbara L. McCombs and Melinda Quiat
- Haciendo que los colegios se hagan responsables por el logro [electronic resource] = Holding schools accountable for achievement / Larry Lashway
- How schools use data to help students learn [microform] : plus-- measuring student success, using data daily, new products from NCREL
- The Impact of Instructional Television Teacher Aids on Teacher Behavior and Student Learning [microform] / David A. Payne and Others
- School Improvement in Good School Situations [microform] / Aaron Buchanan