Implications for Organizational Research of the Harnischfeger—Wiley Model
Bibliographic Data
| ID | 12010091 |
|---|---|
| Authors | Donald A Erickson (Simon Fraser University, corresponding author) |
| Year | 1976 |
| Volume | 6 |
| Issue | 1 |
| Pages | 61-68 |
| Publication date | 1976-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1976.11075512 |
| OpenAlex | W2064160989 |
| Language | EN |
| References cited | 23 |
My task is to assess the Harnischfeger-Wiley model (hereafter, HWM) from the standpoint of organizational research. To avoid unnecessary hairsplitting, let me specify (at some risk of offense to the purists) that, for present purposes, the term organizational refers to school-system policies and social relationships that transcend the individual classroom. Included in this definition are (a) policies for the recruitment, training, certification, selection, motivation, and assignment of teachers; (b) mechanisms of student recruitment, sorting, and control; (c) approaches to the allocation of physical resources; (d) curriculum guidelines; (e) characteristics of interrelated positions or roles; and (f) the peer social systems that impinge on the lives of students, teachers, and administrators. These phenomena are identified by HWM as superstructures, less proximal influences, institutional features, limiting and supporting preconditions, and extra-organizational and administrative actions at the level of the school, the district, and beyond. It would be only a slight exaggeration, I think, to say that in the field of education, instructional research has been preoccupied with events inside the classroom, and organizational research with events outside the classroom. I think this traditional barrier between the instructional and organizational domains should be broken down, somewhat along the lines suggested by HWM. HWM is an exceedingly rare analysis in one respect-organizational policies (in this case, policies affecting instructional time) are traced systematically, through a sequence of postulated causal connections, to their impact on pupil learning.' Contrasted with this provocative undertaking, much current work on educational organization seems pale and pointless, for the causal chain affected by the variables under study is almost never thoroughly reasoned out. The effects of organizational decision making on student acquisitions are left unstated, or they are dismissed in the use of assumptions embodying the conven
Limiting · Management · Pedagogy · Political science · Public relations · Task (project management · Educational Assessment and Improvement · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies
Big school, small school
Rebellion in a high school
The adolescent society
Peer Influences on Levels of Occupational and Educational Aspiration
School Desegregation and Racial Cleavage, 1954–1970
The Relative Influence of School and of Classroom Desegregation on the Academic Achievement of Ninth Grade Negro Students
"The Science of "Muddling Through
The warrior dropouts
Residential Segregation of Social Classes and Aspirations of High School Boys
School District Organization and Student Achievement
Sources of Educational Aspirations Among Working-Class Youth
Organizations and Clients
The English Public Schools
Educational Climates of High Schools
The Campus as a Frog Pond
Structural Effects and Interpersonal Relationships
| Citation velocity | historical |
|---|---|
| Highly cited | No |