In this challenging article Professors Otto and Veldman report on their rigorous study of the relationship between perceptions of con trol structure and perceptions of organizational climate on the part of elementary school principals and teachers. The research was supported by the Cooperative Research Program of the Office of Education, United States Department of Health, Education, and Welfare, Project S-350.

Previous articleNext article No AccessGrouping Pupils for Maximum AchievementHenry J. OttoHenry J. Otto Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 67, Number 4Winter, 1959 Article DOIhttps://doi.org/10.1086/442509 Views: 2Total views on this site Citations: 1Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1959 University of ChicagoPDF download Crossref reports the following articles citing this article:Virgil E. Herrick Chapter V: Administrative Structure and Processes in Curriculum Development, Review of Educational Research 30, no.33 (Jul 2016): 258–274.https://doi.org/10.3102/00346543030003258

Previous articleNext article No AccessThe Vocational Careers of Elementary-School PrincipalsL. A. Berry, and Henry J. OttoL. A. Berry Search for more articles by this author , and Henry J. Otto Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 54, Number 5Jan., 1954 Article DOIhttps://doi.org/10.1086/458586 Views: 1Total views on this site Copyright 1954 The University of ChicagoPDF download Crossref reports no articles citing this article.

THE position taken here is that elementary education is synonymous with schooling for early and middle childhood and that elementary schools are the service units thru which schooling is provided children during early and middle childhood. Altho the separate parts of elementary education (nursery school, kindergarten, and elementary grades) had different origins, educational theory has now accepted the importance of unity and continuity in educational services for children. The desired amount of unity and continuity can never be achieved as long as we continue to talk and think and write about nursery schools as such, kindergartens as such, and elementary schools as such. The extent to which the separateness of these parts still exists in thought and practice is evidenced by the complete absence of researches in which a unified approach has been made in teacher personnel, curriculum offering, pupil personnel, school facilities, school organization, or supervision for the twoto seven-year-age group. Research on administrative and organizational problems simply has not touched the supposedly unified schooling for early childhood. The organization of the conventional elementary school continues to be in flux. Its shifting character is influenced by changes in educational theory (which have been described in preceding chapters), increasing enrolments, population shifts, school district reorganization, and changes in the internal organization for administration and supervision within school systems. The number of pupils enrolled in kindergarten and Grades I to VIII, inclusiye, was 18,832,098 in 1940 (36) and is expected to reach a peak of 26,594,000 by 1957 (35). In 1790 the population of the United States was 94.9 percent rural, but by 1950 only 36.3 percent of the people lived in areas classified as rural. Between 1940 and 1950 there was an actual decrease in the rural population from 57,245,573 to 54,669,361, while the total U. S. population increased from 131,669,275 to 150,697,361. These changes in population are causing important changes in the organization of elementary schools in rural areas and are creating organizational, housing, and class-size problems in urban schools.

LEARNING materials are defined as materials used directly with children. Books, audio-visual aids, charts, maps, globes, exhibit materials, and objects, places, and natural phenomena constituting the focus of excursions are classified here as learning materials. The three-year period covered by this review did not include studies regarding all of these types of learning materials. The studies that were made and were attainable for this review are summarized below.

By: Red Balloon Productions, 1998 For: Doctors; nurses; physiotherapists; occupational health personnel Synopsis: This video uses the patient’s experience of surgery to consider how care on the ward can actively contribute to reducing post-operative pain. Preoperative considerations include: pain as a multidimensional concept; patients’ fears and expectations. Postoperative issues include: assessment of pain; transition from intravenous opioids and utilising non-pharmacological interventions. Considers patient, professional and organisational barriers to effective pain management. Distributor: Institute of Health and Community Studies, Bournemouth University, Royal London House, Christchurch Road, Bournemouth, Dorset BH1 3LT. Tel: 01202 504163.

A B O U T EIGHTEEN YEARS AGO a number of studies were made which dealt specifically with the organization for supervision and the administration of the supervisory organization. These studies were made when the concepts of supervision were still centered largely upon inspection, direction, and appraisal of individual teacher merit. Since that time many changes have occurred in the philosophy and procedures of supervision. Undoubtedly these changes in philosophy and procedures have been accompanied by changes in the organization for supervision, the administration of the supervisory organization, and the broad realm of personnel administration in public schools. Yet there have been but a few scattered studies within the last ten years which have come to grip with the fundamental issues of the organization for supervision, supervisory procedures, and personnel management to give a clear picture of present practices and to appraise present practices and trends in the light of a changing philosophy of supervision and of school administration in general. Such studies are urgently needed. The studies reviewed in this chapter deal with various aspects of supervision and different kinds of supervisory problems, but only by implication are they related to the basic question of supervisory organization and administration. This fact is no criticism of the studies themselves. The statement is made merely to prevent the reader from being misled into thinking that this chapter is a review of studies dealing directly with supervisory organization and administration.

specifically with the organization for supervision and the administration of the supervisory organization. These studies were made when the concepts of supervision were still centered largely upon inspection, direction, and appraisal of individual teacher merit. Since that time many changes have occurred in the philosophy and procedures of supervision. Undoubtedly these changes in philosophy and procedures have been accompanied by changes in the organization for supervision, the administration of the supervisory organization, and the broad realm of personnel administration in public schools. Yet there have been but a few scattered studies within the last ten years which have come to grip with the fundamental issues of the organization for supervision, supervisory procedures, and personnel management to give a clear picture of present practices and to appraise present practices and trends in the light of a changing philosophy of supervision and of school administration in general. Such studies are urgently needed. The studies reviewed in this chapter deal with various aspects of supervision and different kinds of supervisory problems, but only by implication are they related to the basic question of supervisory organization and administration. This fact is no criticism of the studies themselves. The statement is made merely to prevent the reader from being misled into thinking that this chapter is a review of studies dealing directly with supervisory organization and administration.

THIS SECTION summarizes studies which included organizational features at both elementaryand secondary-school levels. Chapters 2 and 3 of Part II of the Forty-Fourth Yearbook of the National Society for the Study of Education (34) dealt with Changes Needed in School to Provide for Special Groups and Internal of a Local School System. The treatment in the first of these chapters was built around: (a) provisions for the care and training of preschool children, (b) provisions for exceptional children in the regularly organized schools, (c) problems of school organization resulting from migration, (d) children and youth in rural and sparsely settled areas, (e) changes in school organization needed to provide educational opportunities for adults, and (f) the organization of vocational education for youth and adults. Chapter 3 is addressed to the Organization of Services and Staff and the following four questions relating to internal organization: (a) Should the local school organization include a nursery school? (b) Should the elementary school be divided into a lower unit and an upper unit? (c) Should grades seven and eight be included in the elementary school or in the secondary school? (d) Should grades thirteen and fourteen be included in the secondary school? Little (25) completed a survey of the number, distribution, age-grade status, and attendance of Spanish-speaking children in Texas in which he found that there were 260,759 school-age children of Latin-American descent in Texas. This number was 20.4 percent of the total white scholastic population in 1942-43. Spanish-speaking scholastics were found in 238 of the 254 counties in Texas. Only 53 percent of these children, aged six to seventeen, inclusive, were enrolled in school and 68 percent of those enrolled in the public schools were in the first three grades. Quigley's (42) study to determine the extent to which the public and Catholic schools in Pennsylvania were providing an adequate health program showed that daily health inspection fell far below accepted standards. Periodic medical examinations and health services were found to be ade-

Click to increase image sizeClick to decrease image size Notes1 This article is a summary of one portion of a comprehensive survey made by the author in 1943-4 and published by the University of Texas under the title Organizational and Administrative Practices in Elementary Schools in the United States, The University of Texas Publication, No. 4544, November 22, 1945.