Organizational Behavior in Education Leadership and School Reform 11th Edition Owens Test Bank

Type:

Test Bank

Organizational Behavior in Resource: Education Leadership and School Reform Edition:

11th Edition

Author(s):

Robert Owens Thoams Valesky

Test Item File Christopher M. Parfitt

Organizational Behavior in Education: Leadership and School Reform 11th/12th Edition Robert G. Owens Thomas C. Valesky

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ISBN-10: 0-13-580927-4 ISBN-13: 978-0-13-580927-3

Table of Contents Introduction

iv

Chapter 1

Organizational and Critical Theory

1

Chapter 2

Guiding Concepts for a Theory of Practice

6

Chapter 3

Mainstreams of Organizational Thought

9

Chapter 4

A Systems Approach to Organization

13

Chapter 5

Motivation: Understanding Self and Others

18

Chapter 6

The Human Dimension of Organization

22

Chapter 7

Organizational Culture and Organizational Climate

25

Chapter 8

Organizational Change

28

Chapter 9

Leadership

32

Chapter 10 Decision Making

36

Chapter 11 Conflict and Communications in Organizations

41

Chapter 12 School Reform

45

Answer Key

49

Introduction

Introduction Thank you for adopting our textbook for use in your class. This manual contains the test bank for each chapter. The test bank generally follows the PowerPoints for each chapter that you will find online from the Pearson website. This manual includes the following sections: 1. A list of the major goals of this edition.

2. A detailed description of what is new in this edition of the textbook, mostly taken from the preface of the textbook.

3. A test bank—chapter by chapter. For each chapter, we have provided a recommended set of multiple-choice items, short-answer items, and essay items.

4. An answer key for the multiple-choice and the short-answer questions. The answer key is located after the test bank. There are brief guidelines provided for the essay questions.

Four Major Goals of this New Edition 1. Based on readers’ and reviewers’ positive comments, we have kept or updated the practical applications that we call “Voices from the Field” in appropriate chapters.

2. We update the treatment of the subject of organizational behavior in schools so that it includes new research and current trends.

3. We incorporate a better connection between organizational behavior, critical theory (CT), and critical race theory (CRT).

4. We integrate theory and practice throughout the text by discussion and expansion on initial concepts in succeeding chapters to provide additional depth of analysis and synthesis.

What is New in the 12th Edition?

The following are the specific major changes to this 12th edition of Organizational Behavior in Education: • We integrated the new National Educational Leadership Preparation (NELP) Program Recognition Standards into this preface to help readers identify which chapters focus on the various standards and components of the new standards.

• We have maintained the “Voices from the Field” in appropriate chapters and updated several.

We solicited examples from practicing administrators to show how concepts are being applied in the schools today. These “Voices” provide the reader with a connection between theory and practice as well as help the reader critically apply “book knowledge” to organizational behavior.

• We believe critical theory (CT) and critical race theory (CRT) in education have been elevated to major theories since their initial introduction in the mid-1990s. We also believe it is important to focus on eliminating racism in schools and schooling through a focus on CRT at all levels in the organization. To this end, we have additional content on CT and CRT theory and the newest research on CRT added to Chapter 1.

• The book has been updated throughout to include the Every Student Succeeds Act (ESSA), which is the revision to the Elementary and Secondary Education Act (ESEA).

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Introduction

•

New updated research and recent developments in the field have been added in most of the book’s 12 chapters to replace older material. For example, we have updated information on Smarter Balanced Assessment Consortium and Partnership for Assessment of Readiness for College and Careers (PARCC). In addition, we maintained the classical research and theories that have been the foundation of progress in educational leadership.

• The Suggested Reading sections at the end of each chapter have been updated to include the best new books available.

• Our reviewers provided us with many ideas for additions and changes to this edition. Here are a few of the changes in addition to those listed above: • We eliminated or revised some of the sections throughout the text that were judged to be superfluous to the main topics of the chapters.

• In Chapter 1, in addition to a more in-depth discussion of CRT, we expanded the discussion of social justice and included LGBT (lesbian, gay, bisexual, and transgender) students.

• In Chapter 2 we expanded the discussion on Gardner’s multiple intelligences.

• We added the timely topic of organizational citizenship behavior (OCB), also termed extra-role behavior (ERB), to Chapter 4.

• In Chapter 5 we revised the section on the Myers-Briggs Type Indicator (MBTI) to clarify the four types and updated the section on teacher efficacy.

• In Chapter 6 we added a discussion on irresponsible leadership (IRL) to expand the section on the “dark side of educational leadership,” and we added a discussion on coaching to the section on professional development.

• In Chapter 12 there are many revisions, including the addition of education savings accounts (ESAs), updates to statistics on market-based reforms, updates to the Condition of Education, the addition of a section on private schools versus public schools, and updates to the section on comprehensive school reform (CSR).

The 12th edition also offers updated support to instructors via two supplements, a Test Bank and PowerPoint® presentations. Go to www.pearsonhighered.com/irc to register for an instructor access code. Within 48 hours of registering, you will receive a confirming e-mail including an instructor access code. Once you have received your code, locate your book in the online catalog and click on the Instructor Resources button on the left side of the catalog product page. Select a supplement, and a login page will appear. Once you have logged in, you can access instructor material for all Pearson textbooks. If you have any difficulties accessing the site or downloading a supplement, please contact Customer Service at http://support.pearson.com/getsupport.

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Chapter 1: Organizational and Critical Theory

Chapter 1 Organizational and Critical Theory Multiple-Choice Questions: 1.01

Because schools are educative organizations differing from commercial, governmental, industrial, or military organizations, which aspects and approaches are vital for success and must be understood by school leaders? a. The unique educative mission. b. To avoid or minimize all conflict. c. Establishment of strict hierarchical controls. d. To increase the personal and interpersonal competencies of participants. e. Both a and d above.

1.02

Which of the following mechanisms are included in bureaucratic theory? a. To have clear plans and schedules. b. A firm hierarchical control of authority. c. To allow subordinates the freedom to make decisions. d. Flexible standards to allow for creative problem-solving processes. e. Both a and b above.

1.03

Which of the following would characterize organizations that emphasize Human Resources Development Theory? a. Having a detailed employee handbook to guide expected behavior. b. Closely supervising to ensure compliance with rules. c. Bringing individuals together to solve problems. d. Evaluating employees based on continuous administrative observation. e. Both a and c.

1.04

Which of the assumptions are typically held by an administrator for ascribes to Douglas McGregor’s Theory Y? a. Employees are indifferent with work, only take some initiative, accept minimal responsibility, and only some have ambition. b. Employees view work as satisfying, exercise initiative, accept responsibility, and make good decisions. c. Employees vary in satisfaction, some must be closely supervised, mostly accept responsibility, and some will make good decisions. d. Employees dislike work, must be closely supervised, shirk responsibility, and have minimal ambition. e. None of the above.

1.05

From the examples below, select the one that best illustrates Chris Argyris’s idea of Pattern A, soft behavior. a. A supervisor meets with grade-level teachers to describe the new reading series that has been adopted and to ask for additional ideas on implementation. b. The math teachers are provided with the math achievement test data from last year and they are asked to devise methods to improve the scores.

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Chapter 1: Organizational and Critical Theory

c. The principal forms a faculty advisory committee to develop a school-wide discipline plan based on current research. d. The principal meets with the food-service staff to ask them to come up with better ways to move the students through the lines quicker. e. Both a and d.

1.06

One of the main reasons the Tennessee Student-Teacher Achievement Ratio (STAR) research meets the “gold standard” for education research is because: a. A large, diverse sample that was tracked longitudinally was used. b. Students were randomly assigned to classes. c. Some variables were found to be not significant. d. Some variables were found to be significant. e. Both a and b are correct.

1.07

The two major perspectives of educational organizations are bureaucratic views and human resources development views. Select the correct answer to differentiate which of the following methods of controlling behavior in an organization would be characteristic of human resources development views. a. A reading coach is hired to supervise and help teachers because the state and district have determined that reading is a problem in the schools. b. When new teachers arrive, there is an induction program to help them understand the values and goals of the school. c. New teachers are given a teacher handbook that includes procedures and schedules to help them understand expectations. d. Grade-level teams are assigned the task of developing plans to deal with the goal of improving math achievement test scores. e. Both b and d.

1.08

Structuralism as used in this book is most closely associated with: a. Underlying patterns of logic, system, and order. b. Quantitative empirical research. c. Human relations theory. d. Using qualitative research methods to describe the culture of organizations. e. Both a and b.

1.09

Structuralism became unpopular in the field of education: a. Because structuralism was not always sufficiently taught well enough in colleges of education. b. Because newer methods of inquiry were too prescribed to describe organizational behavior accurately. c. Because structuralism provided inaccurate measures of student achievement and learning. d. Because of a disjunction between publicly espoused values and what occurs in schools. e. Both a and d are true.

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Chapter 1: Organizational and Critical Theory

1.10

Proponents of which theory have been highly critical of shortcomings in school, especially pertaining to students living in poverty? a. Critical race theory. b. Social justice. c. Human resources development theory. d. Bureaucratic theory. e. Critical theory.

1.11

Which of the following is a term (or terms) used to describe a set of beliefs and values that are generally accepted? a. Paradigm. b. Scientific revolution. c. Behaviorism. d. Organizational behavior. e. Neo-scientific.

1.12

The person closely associated with recognizing that science is characterized by tranquil periods or “normal science” followed by periods of turmoil, which sometimes becomes a scientific revolution is: a. B. F. Skinner. b. Benjamin Bloom. c. Thomas S. Kuhn. d. Kurt Lewin. e. John Dewey.

1.13

Choose the best example of an educational application based on behavioral psychology (behaviorism) principles. a. Providing students with options to demonstrate their learning such as traditional paper and pencil tests and drawing or other artistic expressions. b. Giving students stars on a chart for appropriate behavior. c. Providing students with collaborative learning opportunities. d. Teaching a lesson on creative thinking. e. Both a and c above.

1.14

Choose the best example of an educational application based on cognitive psychology principles. a. Providing students with options to demonstrate their learning such as traditional paper and pencil tests and drawing or other artistic expressions. b. Giving students stars on a chart for appropriate behavior. c. Providing students with collaborative learning opportunities. d. Presenting a lesson using scripted teaching. e. Both b and c above.

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Chapter 1: Organizational and Critical Theory

1.15

Choose the best example of an educational application based on social psychology principles. a. Providing students with options to demonstrate their learning such as traditional paper and pencil tests and drawing or other artistic expressions. b. Giving students stars on a chart for appropriate behavior. c. Providing students with collaborative learning opportunities. d. Using positive behavior support to reinforce student behavior. e. Both b and c above.

1.16

The person credited with providing us with the theory behind the expression B = f (p · e) is: a. B. F. Skinner. b. Benjamin Bloom. c. Thomas S. Kuhn. d. Kurt Lewin. e. Mortimer Adler.

Short-Answer Questions: 1.17

Define the expression B = f (p · e).

1.18

Provide an application of how an educational leader can use the expression B = f (p · e).

In your response, describe over which part of this expression the leader has most control, and give one a specific application.

1.19

Describe the Japanese principle of kaizen.

1.20

Provide four specific examples of how an educational leader can implement tenants of Critical Race Theory to meet the needs of all students.

1.21

Identify one of the concepts that makes a research study achieve “gold standard” quality.

1.22

How can a school leader apply one or more of the results of the Tennessee STAR study?

Give one specific application.

1.23

List one of the criticisms from state and professional education associations of No Child Left Behind.

1.24

In a few sentences, defend the textbook authors’ use of the metaphors of “coaching” as a leadership concept and a “game plan” for developing your personal theory of practice.

Essay Questions: 1.25

Compare the following theorists’ ideas: a. Douglas McGregor’s Theory X and Y. b. Chris Argyris’ Pattern A soft and hard. c. Rensis Likert’s Four Management Systems.

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Chapter 1: Organizational and Critical Theory

In your response, define your terms and indicate how the concepts in each of the theorists’ ideas are similar. Include at least one example of leader behavior that you analyze in terms of the three theorists’ ideas.

1.26

Analyze the movement and thinking that promoted the No Child Left Behind (NCLB) reauthorization of the Elementary and Secondary Education Act. In your analysis, include each of the following: a. Give at least two of the main goals of NCLB. b. Was NCLB a paradigm shift or not?

1.27

Describe the concepts of critical theory (CT) and critical race theory (CRT). In your response, illustrate how a leader would implement at least three basic tenants of CRT in working with the staff.

1.28

Define the concept of social justice (SJ) and its relationship to multiculturalism. In your response, address the relationship of SJ to critical race theory (CRT) and specify the importance of combating racism and preventing discrimination from sexual and gender identity issues.

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Chapter 2: Guiding Concepts for a Theory of Practice

Chapter 2 Guiding Concepts for a Theory of Practice Multiple-Choice Questions: 2.01

Theory of practice, as defined in our textbook, is best described as: a. The use of theories found in the research on teaching that are used to help teachers improve instructional practices. b. Developing a personal philosophy of educational leadership based on sound theory and research. c. Developing your own theory of how to educate students. d. Implementing aspects of a theory to meet externally mandated goals. e. Both a and c.

2.02

The progressive education movement is best characterized by all of the following, except: a. Learning by doing. b. Rote memorization. c. Team learning. d. Informality in the classroom. e. Problem solving.

2.03

Bartlett Giamatti described truth as an amalgam. This analogy is used in our text to describe how we might understand the state of schooling in the United States. Which of the following would best describe the amalgam of truth that exists in U.S. education? a. On the one hand we have the critics of U.S. education who believe that schools are failing, and on the other we have those who defend the current status of education. b. Curricula in schools today are a blend of progressive and traditional education concepts. c. There is a tension between the federal and state government for control of education policy. d. Both b and c. e. Both a and c.

2.04

Which is true about A Nation at Risk? a. A Nation at Risk was sponsored by the federal government during the Ronald Reagan administration. b. A Nation at Risk criticized U.S. education and the achievement of students. c. A Nation at Risk was based on education research that was included in referencing this document. d. Both b and c. e. Both a and b.

2.05

Which of the following list of individuals would have most agreed with findings similar to those in A Nation at Risk? a. David Berliner and Jonathan Kozol. b. Gerald Bracey and Arthur Bestor.

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Chapter 2: Guiding Concepts for a Theory of Practice

c. Thomas Sowell and Admiral Rickover. d. Richard Rothstein and Albert Lynd. e. Bruce Biddle and John Holt.

2.06

Which is true about the traditional paradigm of intelligence? a. Intelligence is a general mental capability that involves reasoning and comprehension of complex ideas. b. Intelligence can be measured by intelligence tests. c. Intelligence can be changed over time with study and practice. d. Both a and b. e. Both b and c.

2.07

Since its inception, Multiple Intelligences Theory, has had a profound impact on teachers and school leaders. Which theorist is noted for promulgating the theory? a. Jerome Bruner. b. Howard Gardner. c. Daniel Goleman. d. Jean Piaget. e. David Perkins.

2.08

Which of the following might happen in David Perkins’s Smart Schools? a. At the center of the curriculum is the belief that if students are taught as many facts as possible, they can use this knowledge to problem solve. b. Thinking is at the center of the teaching and learning process. c. The school is structured so that students work collaboratively. d. Both b and c. e. Both a and c.

2.09

Why should organizations maintain sustainability in good leadership? a. Repeated changes in leadership can lead to inconsistent change processes. b. Sustainable leadership can lead to consistent change processes. c. Consistency in change processes is important in establishes a positive culture of change. d. A lack of sustainability often leads to lower student achievement. e. All of the above.

2.10

Which of the following statements is not consistent with Berliner and Biddle’s (1995) The Manufactured Crisis? a. Student achievement in U.S. K-12 schools has been declining. b. U.S. college student performance has been declining. c. The United States spends more money on education than other countries. d. A greater amount of time is spent on educator preparation in the United States. e. Money is unrelated to student performance.

2.11

Select all of the following characteristics of the classic paradigm of intelligence. a. intelligence is a singular yet complex phenomenon. b. Creativity and personality are components of intelligence.

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Chapter 2: Guiding Concepts for a Theory of Practice

c. IQ is a fixed attribute. d. With a large enough sample, distribution among the population would not be normal. e. Intelligence is comprised of multiple dimensions.

2.12

A lack of sustainability in leadership was a primary finding from longitudinal research.

Select all of the following that are contributing factors. a. Teachers tend to remain a school longer than a principal. b. Principals generally change within five years. c. Long-term initiatives often continue regardless of leadership succession. d. Schools are quick to change. e. Culture is an importance component to sustainability.

Short-Answer Questions: 2.13

Give one example of an instructional technique used in progressive education that would clearly define this movement.

2.14

Describe what Richard Rothstein reported about the Golden Age of education and about which he wrote in his 1998 book, The Way We Were. In other words, what did he find about the time in U.S. history when there was little criticism of U.S. education (i.e., the Golden Age)?

2.15

Explain what a theory is, and then illustrate how a theory might be used.

2.16

List one definition of Emotional Intelligence (EI) as discussed in this textbook.

2.17

Define two principal sources of conflict in organizations.

Essay Questions: 2.18

Analyze the paradigm shift from the progressive movement to traditional education concepts that occurred roughly in the 1950s. In your response, give at least two specific examples of major sociological, political, or economic changes that fostered this shift.

2.19

Assess the impact of Howard Gardner’s Multiple Intelligence Theory (MIT) on schools and school leaders including how teachers and leaders can use this theory to improve the impact of schooling on students. Your analysis should include a definition of MIT and an explanation of how this theory differs from traditional intelligence theory.

2.20

What is the difference between theory of action and theory of practice? Define each concept and give at least one specific example for each and illustrate how a leader would use each concept.

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Chapter 3: Mainstreams of Organizational Thought

Chapter 3 Mainstreams of Organizational Thought Multiple-Choice Questions: 3.01

The knowledge base, theory, and methods of inquiry for organizational behavior (OB) are rooted in: a. Cultural anthropology. b. Sociology. c. Economics. d. Natural sciences. e. Answers a, b, and c are correct.

3.02

Two of the pioneers of the concept of group decision making that has become a central concept in OB are: a. Kurt Lewin and Margaret Mead. b. Woodrow Wilson and Margaret Mead. c. Frederick Taylor and Henry Ford. d. Woodrow Wilson and Kurt Lewin. e. Henri Fayol and Frederick Taylor.

3.03

Former U.S. President Woodrow Wilson’s historical contribution to organizational behavior was his: a. Contributions to the concept of group decision making. b. Famous essay that called for the study and professionalization of administration. c. Establishment of a center to study scientific management. d. Support for university preparation in administration. e. Both b and d.

3.04

The founder of Scientific Management was: a. Max Weber. b. Henri Fayol. c. Frederick Taylor. d. Ellwood Cubberley. e. Frank Gilbreth.

3.05

Max Weber’s bureaucratic principles included which of the following? a. A well-defined hierarchy of authority. b. Management sets the objectives and the workers cooperate in achieving them. c. Time-and-motion studies. d. Plan, organize, command. e. Unity of command.

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Chapter 3: Mainstreams of Organizational Thought

3.06

Select the main difference(s) in the contributions of Henri Fayol when compared to Frederick Taylor. a. Fayol focused primarily on management’s responsibilities; whereas, Taylor focused on the workers. b. Fayol emphasized flexibility in applying principles of management, rather than strict application of principles. c. Fayol suggested that management should establish strict methods for selecting workers and training them for specific jobs. d. Fayol suggested that management should attempt to establish positive morale in the organization. e. Answers a, b, and d are correct.

3.07

The main difference(s) between Scientific Management or Taylorism and Classical Organization Theory was that Classical Theory focused on__________; whereas, Scientific Management focused mainly on ______________. a. The whole organization; the individual worker. b. Management rights; worker rights. c. The exception principle; breaking jobs down into small steps. d. Bureaucratic principles; the scalar principle. e. Answers a, b, and d are correct.

3.08

The definition of the scalar principle: a. States that individuals should only receive orders from one person. b. Concerns line and staff in which authority and responsibility should flow in a direct path from the top people in the organization to the lowest member. c. States that decisions that can be routinized should be delegated. d. States that managers should supervise a limited number of individuals. e. States that as workers become better at their jobs, they can move up the organization ladder to management positions.

3.09

The definition of exception principle: a. States that individuals should only receive orders from one person. b. Concerns line and staff in which authority and responsibility should flow in a direct path from the top people in the organization to the lowest member. c. States that decisions that can be routinized should be delegated. d. States that managers should supervise a limited number of individuals. e. States that as workers become better at their jobs, they can move up the organization ladder to management positions.

3.10

Two concepts that came out of the Western Electric Studies that influenced the Human Relations movement were: a. Coordinating and communicating. b. Motivation and group dynamics. c. Scalar principle and democratic supervision. d. Personnel relations and autonomy. e. Sociometry and coordinating.

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Chapter 3: Mainstreams of Organizational Thought

3.11

Robert Bales’s work with the interaction analysis technique resulted in principles of successful groups. Which of the following is true? a. They have someone in the group to focus the group on the task, and someone who focuses on maintaining productive relationships. b. They have a leader who has both the skills to solve the problem and good working relationships with the group members. c. Group members have sufficient training to complete the task, and they have the autonomy to carry it out. d. They have sufficient supervision to assist them in the task, and the task has clear objectives for success. e. Both b and c.

3.12

Two ideas that are primary to the organizational theory movement and that were prominent in the work of Chester Barnard were: a. Coordinating and communicating. b. Decision making and organizational climate. c. Scalar principle and democratic supervision. d. Formal structures and informal structures. e. Conflict management and change.

3.13

Mary Parker Follett developed principles of sound administration, which of the follow is not one of the principles? a. Coordination by direct contact with the responsible people. b. Coordination in the early stages. c. Coordination through hierarchical procedures. d. Coordination as the reciprocal relating to all factors in the situation. e. Coordination as continuing progress.

Short-Answer Questions: 3.14

In your own words, define Organizational Behavior (OB). Include in your answer the purpose of OB.

3.15

Describe a main purpose of Jacob Moreno’s technique of sociometric analysis.

3.16

The scholarly work of Mary Parker Follett helped usher in the human relations movement when scientific management was the predominant organizational theory of the day. She is best known for developing four principles of sound administration based on “coordination.” Describe or illustrate two of these principles.

3.17

Describe the result of the collaboration between Kurt Lewin and Margaret Mead.

3.18

As a formal social system, Abbott (1966) described characteristics of schools; list the main characteristics.

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Chapter 3: Mainstreams of Organizational Thought

Essay Questions: 3.19

Trace the beginnings of organizational behavior theory though the contributions of Frederick Taylor, Henri Fayol, and Max Weber. You do not need to list all of the principles established by each of these individuals; however, you should list one or two principles while providing a summary of their general contribution to the field. In your response, include a description how the application of their principles might impact organizational behavior.

3.20

The Western Electric Studies—also called the Hawthorne Studies—were conducted in the 1920s and provided a foundation for the human-relations movement. Briefly describe the first study and concepts to emerge from the composite studies.

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Chapter 4: A Systems Approach to Organization

Chapter 4 A Systems Approach to Organization Multiple-Choice Questions: 4.01

The two central concepts to systems theory are: a. Inputs and outputs. b. Subsystems and multiple causation. c. Roles and task analysis. d. Individuals and groups. e. Both a and b.

4.02

Which of the following best represents a school as an open system? a. In defining the school’s mission and vision, the administration and faculty work closely together to identify the school’s values and beliefs. b. In preparation for next year, the teachers look carefully at the achievement test scores to determine intervention strategies. c. The principal elicits the help of the school advisory committee that includes parents, teachers and community members to establish procedures for distributing school improvement funds. d. The superintendent and the principal work together to identify a new leadership team of assistant principals to improve the school’s functioning. e. All of the above are examples of open systems.

4.03

According to social systems theory a school that has dynamic equilibrium is illustrated best by which of the following? a. Because all children benefit from a solid standards-based curriculum, teachers do not need to make instructional changes even though there are changes in student demographics from last year. b. At a national conference, the superintendent learns about small-learning communities and hires a consultant to work with schools to create them. c. In a time of turbulent change in the school district, the principal keeps the staff protected by maintaining internal policies and procedures. d. Faced with mandated changes due to NCLB, the principal asks departments to determine effects of the new requirements on each department and report on how each department will respond. e. Both a and b.

4.04

Organizational Citizenship Behavior is often a cause of _____ and _____. a. Role ambiguity and poor work performance. b. Role conflict and role ambiguity. c. Role conflict and poor work performance. d. Role ambiguity and employee engagement. e. Employee engagement and role conflict.

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Chapter 4: A Systems Approach to Organization

4.05

One of the main tenets of the sociotechnical systems theory described by Robert Owens and Carl Steinhoff is best illustrated by which of the following: a. A significant change in one subsystem will affect variables in one or all subsystems. b. The leaders should focus primarily on the human or people subsystem which is important to ensure quality in all subsystems. c. Well-structured sociotechnical systems will prevent the larger societal system from affecting the organization. d. Decisions about changes in the subsystems should be made by those individuals who have primary authority and skill within that subsystem. e. Both a and c.

4.06

Organizations that are mechanical in operation as opposed to organic can best be described by which of the following: a. Continuous reassessment of tasks and responsibilities through interaction of those involved. b. Highly differentiated and specialized tasks with precise specification of rights, responsibilities, and methods. c. Team leadership style, featuring high levels of trust and group problem solving. d. Coordination and control through hierarchical supervision. e. Both b and d.

4.07

Katz and Kahn (1978) defined essential roles for group tasks. Which is not one of the roles? a. Acting as an evaluator/critic. b. Seeking opinions from the group. c. Making decision when there is no consensus. d. Prodding the group to action. e. Recording.

4.08

Sociotechnical Systems Theory contains four interacting subsystems, which of the following is not one? a. Structure. b. Tasks. c. Technology. d. Goals. e. People.

4.09

The contingency approach to organizational behavior contains basic propositions about behavior in schools. Select all that apply. a. There is no universal way to organize and administer schools. b. Not all ways are equally effective in a given circumstance. c. Specific and defined skills are needed in a leader. d. A consistent approach is needed for efficiency. e. Organizational design and style should be chosen after careful analysis of the situation.

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Chapter 4: A Systems Approach to Organization

4.10

The researchers most closely associated with Social Systems Theory are: a. F. Kenneth Berrien and Ludwig von Bertalanffy. b. Peter Senge and Charles Perrow c. Daniel Katz and Robert Kahn. d. Jacob Getzels and Egon Guba. e. Robert Owens and Cal Steinhoff.

Matching Questions: 4.11

Examine the system and subsystem model represented by the embedded circles below.

Place the subsystems listed in the left column in the correct location in the model by placing the location letter in the column to the right.

Subsystem

Place the correct location letter in this column

1. Grade-level team.

2. School Culture.

3. Individual.

4. School.

5. Individual’s role.

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Chapter 4: A Systems Approach to Organization

4.12

Label the following social system theory of Jacob Getzels and Egon Guba by placing the correct location letter from the model in the column to the right: Subsystem

Place the correct location letter in this column.

1. nomothetic dimension.

2. idiographic dimension.

3. institutional role.

4. individual personality.

Short-Answer Questions: 4.13

Define and discuss how role conflict and role ambiguity occur. Describe how each can affect individuals and subsystems in the organization.

4.14

Leaders can ensure groups function optimally by assigning group task roles. Describe at least three roles leaders can assign to groups.

4.15

Describe the meaning of the following social systems theory equation: B = f (R · P).

4.16

Briefly describe the differences between open and closed systems and explain why a school is considered to be part of an open system.

4.17

Define role ambiguity and give one example of how it occurs in a school setting.

Essay Questions: 4.18

Defend the argument that a school is an open system and that decisions about how the organization is structured and led should be contingent upon conditions that affect the organization internally and externally. Place your response in the context of systems theory and use at least one example based on the subsystems described in the sociotechnical systems theory.

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Chapter 4: A Systems Approach to Organization

4.19

Define the basic propositions under which contingency theory operates, and explain why the theory is described as a “middle ground” between universal principles of management and viewing every setting as unique.

4.20

Organizational citizenship behavior (OCB), also called extra-role behavior (ERB) is a source for role conflict and role ambiguity. Describe how OCB/ERB affects organizational culture. Does OCB/ERB have a positive influence and explain why?

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Chapter 5: Motivation: Understanding Self and Others

Chapter 5 Motivation: Understanding Self and Others Multiple-Choice Questions: 5.01

Select all of the following that reflect motivational patterns that scholars believe are evident in human behavior. a. Direction in making choices. b. Persistence. c. Belief. d. Desire. e. Intensity.

5.02

Which of the following are examples that a behaviorist would support? Select all that apply. a. A teacher who was willing to chair a difficult committee is promoted to department head. b. Teachers in each department are asked to develop curriculum guides to implement new state standards. c. At a school-wide meeting, teachers work in groups to recommend changes to the school vision and mission. d. The district implements a new merit-pay plan for teachers. e. Those teachers who have more than 75% of their students scoring below the district average on the state test are placed on probationary status.

5.03

Which of the following did the Hawthorne Experiments find to be true? Select all that are correct. a. If you pay attention to people and change their working conditions, their motivation will improve, thereby increasing productivity. b. Output went back to previous levels when working conditions returned to previous circumstances. c. Output rose because people were allowed to participate in decision making related to their working conditions. d. Output rose because the workers were offered financial incentives. e. Output rose because the workers were given specific training related to their responsibilities.

5.04

Whose work was influential in laying the foundation for the concept of personality types? a. Sigmund Freud. b. William James. c. Howard Gardner. d. Carl Jung. e. Both a and b.

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Chapter 5: Motivation: Understanding Self and Others

5.05

The four dimensions of human personality measured by the Myers-Briggs Type Indicator (MBTI) are: a. Introversion-extroversion; sensing-feeling; thinking-intuition; perceiving-judging. b. Introversion-intuition; sensing-thinking; extroversion-judging; perceiving-feeling. c. Perceiving-feeling; introversion-extroversion; sensing-intuition; thinking- judging. d. Introversion-extroversion; sensing-thinking; intuition-feeling; perceiving-judging. e. Sensing-intuition; introversion-extroversion; thinking-feeling; perceiving-judging.

5.06

Which of the following are true about different personality types? Select all that apply. a. About 75% of the population is thought to be extraverted. b. A perceiving person is one who tends to use either sensing or intuition. c. A feeling person uses reasoning, logic, and analysis to make judgments. d. A judging person is one who tends to use intuition. e. A judging person is one who tends to be introverted.

5.07

Which of the following characteristics does John Atkinson believe drive motivation?

Select all that apply. a. Rewards and punishments. b. Desire to achieve. c. Empowerment. d. Need to avoid failure. e. Need to prove oneself.

5.08

Using Albert Bandura’s social cognitive theory, select all of the following a leader might do to ensure that the employees are successful in change efforts. a. Provide feedback to employees on whether or not they are successfully implementing change. b. Set standards against which employees can judge their own effectiveness. c. Provide training that gives employees practice at implementation. d. Have employees observe others implement similar change. e. Allow employees to make changes in implementation that they believe are necessary.

5.09

Based on Porter’s adaptation of Maslow’s work, which of the following is the correct hierarchy of needs from lowest to highest? a. Security and safety; social affiliation; autonomy; self-esteem; self-actualization. b. Social affiliation; security and safety; self-esteem; autonomy; self-actualization. c. Security and safety; self-esteem; social affiliation; autonomy; self-actualization. d. Security and safety; social affiliation; self-esteem; self-actualization; autonomy. e. Security and safety; social affiliation; self-esteem; autonomy; self-actualization.

5.10

Which of the following did Thomas Sergiovanni conclude from his studies of motivation? Select all that apply. a. Older teachers were more concerned about self-esteem. b. Younger teachers were more concerned about safety and security. c. Teachers are generally ready to respond to higher-order needs.

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Chapter 5: Motivation: Understanding Self and Others

d. Salary and benefits increases are highly motivating. e. As older teachers approach retirement, they become more concerned about lowerorder needs.

5.11

In applying Herzberg’s two-factor theory of motivation, which of the following might be true? Select all that apply. a. If a principal allows individuals to participate in decision making, it can lead to dissatisfaction. b. If a principal attempts to make an individual’s job more interesting, the individual may become dissatisfied because of the extra work load. c. By providing job security, the school district believes workers will be more satisfied. d. A consultant informs the superintendent that if she recommends a salary increase that will not keep up with inflation, it will likely create dissatisfaction. e. The district administration believes that by developing a new teacher evaluation instrument that better measures and recognizes teacher accomplishments, teachers will be more satisfied.

5.12

Starratt (2004) wrote multidimensional ethics; select the dimensions he defined: a. Ethic of Caring. b. Ethic of Critique. c. Ethic of Growth. d. Ethic of Justice. e. Ethic of Perceiving.

Short-Answer Questions: 5.13

Define Starratt’s Ethic of Critique, which is part of his Multidimensional Ethic theory.

How does this theory support the ideas of critical theory?

5.14

What is self-efficacy and how is it different from self-concept? Then illustrate how principals can apply the concept of self-efficacy.

5.15

What is the Protestant Work Ethic and what does David McClelland add to the discourse in terms of achievement motivation?

5.16

Using Porter’s revised model of Maslow’s hierarchy of needs, list them in correct order from higher-order to lower-order needs: self-esteem; affiliation; autonomy; selfactualization; security. Then in a few sentences, describe how one should interpret this theory in terms of motivation of employees.

5.17

David McClelland expanded on John Atkinson’s motivational characteristics. Define the needs and desires and provide a sentence for each.

Essay Questions: 5.18

A central tenant of Albert Bandura’s social cognitive theory is the concept of selfefficacy. Describe the concept and the main sources of efficacy.

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Chapter 5: Motivation: Understanding Self and Others

5.19

You are to assume the role of the leader in an organization. State the organization type in which you work and your position. Your task is to develop a plan to use concepts of motivation discussed in this chapter to ensure that the staff is highly motivated to achieve the organization vision and mission. In your response indicate what theories you will use and the theorists who developed the theories. Specifically describe what organizational structures and activities you suggest to ensure a highly motivated staff and tell how these structures and activities motivate individuals and/or groups.

5.20

Don Lowry developed the True Colors® application based on the Myers-Briggs Typology. Define each of the color types and explain how a leader would be able to use the information in motivating individuals.

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Chapter 6: The Human Dimension of Organization

Chapter 6 The Human Dimension of Organization Multiple-Choice Questions: 6.01

The move from logico-positivist assumptions about schools can be described best by which of the following? a. A move toward qualitative research methods. b. A focus on building human capital. c. Defining organizations in terms of the people who populate them. d. All of the above. e. None of the above.

6.02

Arthur Blumberg noted that it is useful to think of administration as a/an _______ than as a/an __________. a. Practice; art. b. Craft; science. c. Career; position. d. Structured theory; practical theory. e. Instructional responsibility; management responsibility.

6.03

Loosely coupled systems can best be described as: a. Organizations that have subsystems that are related to one another, but each subsystem maintains its own identity. b. Organizations that have many subsystems that have their own goals, unrelated to overall organization goals. c. Organizations that have a main office (much like a school district administrative office) with satellite offices (much like individual schools) that have their own vision and mission. d. Organizations that are comprised of traditional bureaucratic units. e. All of the above.

6.04

Which of the following is/are examples of bureaucratic measures of how administrators control instruction? a. The principal works with teachers on grouping students for instruction. b. Teachers have specific amounts of money provided by principals to spend on resources they believe they need. c. The principal assigns students to classes. d. Both a and c. e. Both b and c.

6.05

Which of the following would be an example of correct human resources accounting? a. Older teachers who are burned out should be replaced by younger, less expensive teachers who are motivated. b. The expense of professional growth and development of teachers should be considered as a return on investment.

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Chapter 6: The Human Dimension of Organization

c. It is best to spend professional development dollars on older teachers as they don’t have the recent university knowledge of younger teachers. d. Teachers should be responsible for their own professional development to ensure they receive the training that meets their needs. e. Both b and d.

6.06

Which of the following would be an example of principal abuse of teachers? a. In a meeting, the principal often ignores a particular teacher’s ideas, but recognizes similar ideas from others. b. Invited to be part of grant-writing team, the principal removes this teacher from the team without explanation. c. The principal reprimands a teacher in front of a group of parents. d. The principal provides harsh but accurate feedback after an observation. e. Answers a, b, and c.

6.07

Which of the follow is/are included in the five basic assumptions based on effective schools research. a. The administration must recognize that the school’s culture can be changed. b. The school’s vision and mission must be consistent with the district’s goals. c. The central purpose of the school is to teach, and success is measured by student progress. d. The attitudes and behavior of the staff are more important than resources. e. Both c and d.

6.08

Qualitative research methods began to emerge in the 1980s, because: a. A change from hypothetico-deductive to inductive reasoning. b. Researchers had not adequately described the way people experienced schools. c. Social sciences became viewed as a practical art. d. All of the above. e. None of the above.

6.09

Administrators have bureaucratic control over instruction by all of the following means except: a. Control of time. b. Assignment of students. c. Review of grades. d. Grouping of students. e. Control of resources.

6.10

Select all that apply to Human Resources Development theory: a. Human resources are the most important assets in an organization. b. Organizational effectiveness improves with investment in professional development. c. Lasting change can be made without addressing culture. d. Human capital is a tangible asset. e. Negative behavior of administrators has a substanital effect on culture.

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Chapter 6: The Human Dimension of Organization

6.11

Select all of the facets that comprise organizational culture. a. Perceptions. b. Norms. c. Values. d. Beliefs. e. Milieu.

6.12

Which of the following is not a characteristic of effective professional development? a. Involvement of the participants in planning, implement, and evaluating. b. Clear administrative support. c. Use of principles of adult learning. d. Follow-up support and feedback. e. Focus on group over individual concerns.

Short-Answer Questions: 6.13

Define the term loosely coupled systems and give a specific example of how this concept is used to understand school organizations.

6.14

Define human capital and give one specific example of what a principal can do to increase/improve human capital.

6.15

Define organizational culture and give an example of at least one specific aspect of culture.

6.16

List two different type of examples of potential effects of principal abuse in what Joseph and Jo Blasé call the “Dark Side of Leadership.”

6.17

Meyer and Rowan (1983) determined that educational organizations were dual systems.

Define the term and give a brief example.

Essay Questions: 6.18

Using the characteristics of effective schools research, describe a school’s culture that utilizes at least three of the concepts that can be implemented relatively quickly and with minimal cost. In addition or in conjunction with this discussion, illustrate how this school can use one or more of the characteristics that are necessary to maintain the school’s capacity to increase effectiveness over time.

6.19

Describe the concept of flow and how it may be achieved in a school setting.

6.20

Compare and contrast the new paradigm of organizational theory from the classical models. Why was there a paradigm shift?

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Chapter 7: Organizational Culture and Organizational Climate

Chapter 7 Organizational Culture and Organizational Climate Multiple-Choice Questions: 7.01

Human resources development can be characterized best as: a. How individuals can contribute to the success of the organization. b. How leaders structure the work environment to socialize individuals. c. Developing a human-resources plan to recruit and hire the best individuals. d. Developing the skills and knowledge of the employees. e. Both b and c.

7.02

Which of the following is correct? a. Organizational culture is a subset of organizational climate. b. Organizational climate is a subset of organizational culture. c. Culture is the perception of workers relative to the climate. d. Culture can change rather quickly with new leadership. e. Both a and d.

7.03

In Tagiuri’s model of organizational climate, milieu contains all of the following except: a. Race and ethnicity of people in the organization. b. How the organization is structured by departments. c. Educational levels of staff members. d. Socioeconomic levels of students. e. Levels of job satisfaction.

7.04

Schein’s model of the levels of culture: a. States that culture is composed of myths and stories that leaders transmit to the staff members. b. States that assumptions become internalized and operate as a set of unconscious assumptions. c. Indicates that culture is real and tangible and that it can be studied by quantitative methods. d. States that assumptions are manifest as artifacts that can be studied by qualitative methods. e. Both b and d.

7.05

Select all that are true about organizational culture. a. Culture develops over time from organizational history, values, and beliefs. b. Subunits in an organization may have their own cultures. c. Culture is perhaps the most powerful determinant of school climate. d. Culture is passed to its constituents through stories and myths about the organization. e. Culture can be defined as “the way things are done around here.”

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Chapter 7: Organizational Culture and Organizational Climate

7.06

Rosabeth Moss Kanter’s work about organizational culture indicated that successful organizations have a _________________ and that this concept is found in organizations that are ______________. a. Culture that reaches out; dynamic. b. Culture of pride; integrative. c. Culture of inclusiveness; diverse. d. Culture that maintains focus on organizational goals; willing to listen to the workers. e. None of these.

7.07

Select all that are true about the Interaction-Influence System. a. The structure and processes of interactions among individuals is the InteractionInfluence System. b. It is the leaders’ behavior and how it influences the behavior of individuals and groups. c. It is composed of such concepts as organizational ecology. d. It is a central concept of organizational behavior. e. It is used to describe organizations.

7.08

Research conducted on the relationship between organizational culture and effectiveness: a. Is not conclusive. b. Indicates that leaders have minimal control over variables that have the most benefit such as socio-economic status (SES). c. Is difficult to carry out as cultural variables can be hard to isolate. d. Indicates that many variables that affect student performance are under control of leaders and teachers. e. Both c and d.

7.09

Which of the following best describes the characteristics of Rensis Likert’s System 4, Participative Group, from his four management systems? a. Good lateral communications; decisions made by leaders with input from all groups. b. Information flows freely; some delegation of control to lower levels; informal group structure helps identify weaknesses. c. Decisions made throughout the organization; informal and formal organizations are the same. d. Information flows freely; control mostly at the top; many informal groups as well as formal. c. Both b and d.

7.10

Peters and Waterman (1982) studied 62 successful corporations and found eight characteristics that were common across all of the organizations, which of the following was not among the findings: a. The power of values. b. A focus on procedures and controls. c. Values are not formally transmitted. d. Inclusion of stories, myths, legends, and metaphors. e. Cultures that stifle innovation are the greatest challenge in adapting to uncertainty.

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Chapter 7: Organizational Culture and Organizational Climate

7.11

All of the following are true pertaining to subcultures, except: a. Have their own distinctive attributes. b. Each school in a district has a unique subculture. c. Often reflect characteristics of the overall culture. d. Is not consistent with a Theory Z approach. e. Comprised of subunits of individuals who share a similar purpose.

7.12

Group norms are an essential component to organizational culture Which is not one of the ways groups impact culture? a. Groups exert pressure on individuals to conform. b. Groups provide esteem and acceptance. c. Groups can influence perceptions of reality. d. Groups have formal authority. e. Groups validate acceptable behavior.

Short-Answer Questions: 7.13

Define organizational culture; what makes up culture?

7.14

Describe what McLaren meant by the term revolutionary multiculturalism.

7.15

Propose a linking pin structure for either an elementary, middle, or high school (identify which) that uses Rensis Likert’s goals of creating a System 4.

7.16

Define William Ouchi’s Theory Z, and provide an example of a leader who would use Ouchi’s theory.

7.17

List at least three characteristics of a school climate that fosters positive student achievement.

Essay Questions: 7.18

In a school for which you are the principal, illustrate how this school has a positive school climate. In your response, identify the four primary dimensions of school climate according to Tagiuri’s model. For each of these dimensions describe how it is implemented in this school to produce a positive climate and give at least one specific example for each dimension. Finally, indicate how you, as principal, continually assess the climate relative to these dimensions.

7.19

The Carnegie Unit of Instruction example was used to illustrate a long-standing influence on schools for which many educators are unaware. Edgar Schein described how assumptions become internalized and then taken for granted. Provide an example from your current school setting in which an underlying assumption has become part of the culture. Also provide a description of the artifacts or values to show how the underlying assumption has been taken for granted.

7.20

Compare and contrast the four management systems proposed by Likert and explain which system you would most likely use as a principal and why.

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Chapter 8: Organizational Change

Chapter 8 Organizational Change Multiple-Choice Questions: 8.01

Which of the following did Seymour Sarason suggest was needed to reverse the decline in the predicted failure of educational reform? a. Funding at higher levels. b. A change in power relationships. c. Change from the bottom up. d. Staff development focused on educational goals. e. Both b and c.

8.02

Select all of the educational aims that Seymour Sarason indicated would constitute major changes in the school’s inner core of assumptions: a. To reduce the gap between educational achievement of different social classes. b. To increase staff development offerings that teachers need most. c. To improve school leaders’ focus on data-based decision making. d. To acquaint students with career options. e. To get students to enjoy coming to school, rather than seeing school as confining and boring.

8.03

Select all of the following that are true results of Paul Mort’s research. a. Change in education proceeds very slowly and that schools are generally about 25 years behind research. b. Change occurs relatively quickly in schools compared to most governmental organizations. c. Higher per pupil expenditures are not predictors that schools will innovate to achieve superior outputs. d. States that spend more on education do not have higher achievement scores. e. Both c and d.

8.04

Which of the following is the best example of school change using an empirical-rational strategy for change? a. The State Department of Education identifies new programs that it requires all schools to adopt. b. A superintendent attends a conference and learns about a new science program that he then has implemented in schools. c. Teachers at an elementary school work together to determine the best strategies to use with low-achieving students. d. After a reading strategy that was developed at a university was shown to be successful in other states, a school district decides to adopt it. e. A principal develops a staff-development plan to meet teacher needs.

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Chapter 8: Organizational Change

8.05

Which of the following is the best example of school change using power-coercive strategies for change? a. The State Department of Education identifies new programs that it requires all schools to adopt. b. Teachers at an elementary school work together to determine the best strategies to use with low-achieving students. c. After a reading strategy that was developed at a university was shown to be successful in other states, a school district decides to adopt it. d. A principal develops a staff-development plan to meet teacher needs. e. Both c and d.

8.06

According to most theorists, which change strategy has the best chance of success? a. Empirical-rational. b. Power-Coercive. c. Normative-Reeducative. d. Knowledge Production, and Utilization (KPU). e. Research, Development, Diffusion, and Adoption (RDDA).

8.07

Which of the following is the best example of a systems approach to organizational development? a. The school focuses its efforts on staff-development opportunities for all teachers and staff. b. The school uses cross-departmental teams that include administrative representatives to identify problem areas and to suggest solutions. c. The principal works with the central office to ensure that the school is focused on the district goals. d. The superintendent visits all schools to discuss with the principals about school plans for school renewal. e. Both a and c.

8.08

Select all of the following that an organization must perform to survive and be healthy. a. Adapt to its environment. b. Innovate to solve problems. c. Achieve its goals. d. Generate valid alternative solutions. e. Maintain itself internally.

8.09

Which of the following best describes Kurt Lewin’s three-step change process? a. First, the organization must identify driving forces, the restraining forces, and then move towards change. b. Use force-field analysis and then unfreeze the organization. c. Do something to unfreeze an organization that is in equilibrium, which allows a move toward change, and then equilibrium must be reestablished. d. Establish a committee that represents all grade levels, identify problem areas, and then develop solutions. e. Both a and d.

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Chapter 8: Organizational Change

8.10

Which of the following is not one of the basic characteristics of change? a. Is planned and directed toward achieving specific outcomes. b. Involves the whole organization. c. Increases the capacity of the organization. d. Is always in response to external pressures. e. is sustainable over time.

8.11

Select all of the following characteristics that constitute organizational self-renewal: a. Is imposed by external influences. b. Develop internal capacity to identify emerging problems. c. Can be measured by a single measure. d. Establish goals, objectives, and priorities. e. Generate and implement alternative solutions.

Short-Answer Questions: 8.12

Describe the concept of force-field analysis by Kurt Lewin by giving an application of the technique.

8.13

Empirical-rational and power-coercive strategies for change have two assumptions that they share which separates them from normative-reeducative strategies. Identify one of these assumptions and give an example.

8.14

Fullan defined elements for reform in self-renewing schools. List the elements and provide an example how the element could be implemented.

8.15

Argyris (1964) described three essential activities for organizations to remain effective over time. List each activity.

8.16

List the elements Fullan (2010) defined for self-renewing schools.

8.17

Describe the basic assumptions of a learning organization.

Essay Questions: 8.18

Sarason listed five assumptions that are difficult to enact. Which of the assumptions would be most difficult to enact in your current setting (or a setting in which you worked) and why? Also identify a minimum of two indicators of organizational health that would need to be addressed to bring about the change and explain why.

8.19

To meet the goals of the No Child Left Behind/Every Student Succeeds Act, if schools cannot succeed in isolation, what else is needed?

8.20

Select one of the following: A. As the principal of a school (you choose the grade levels), propose a plan for school renewal using organizational development (OD) as a change strategy. For the past several years, the student achievement test scores have declined, and the school overall has had very low test scores compared to similar schools in the district. In 30 Copyright © 2022, 2015, 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 8: Organizational Change

your response, identify several concepts that characterize OD and for each illustrate how these will be used to improve the school.

B. Suppose you are the CEO of a health care organization. You have collected some data about organizational climate and have found that there are severe morale issues, not only with the staff but with the patients, as well. Propose a plan using OD as a change strategy. In your response, identify several concepts that characterize OD and for each illustrate how these will be used to improve your organization.

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Chapter 9: Leadership

Chapter 9 Leadership Multiple-Choice Questions: 9.01

Select all that are examples of adaptive problems as opposed to technical problems. a. Science scores are inadequate; therefore, the superintendent wants a school to adopt a new science program that has been recommended based on the research literature to improve scores. b. The textbook ordering process has not been functioning efficiently and some textbooks arrived late. c. The bus ramp for student pick up has been disorderly and chaotic recently. d. The teacher evaluation process needs to be revised in the district to focus on new state standards. e. A new textbook series in reading needs to be chosen to dovetail with new state standards.

9.02

Select all of the following types of power that are related to an administrator’s entrusted authority. a. Reward. b. Coercive. c. Expert. d. Legitimate. e. Referent.

9.03

Getzels distinguished positional poser (i.e., superordination) from leadership. The difference is that positional power is derived from __________, while power in leadership is __________. a. Vested authority; legally granted. b. Vested authority; voluntarily granted. c. Entrusted authority; conditionally granted. d. Entrusted authority; voluntarily granted. e. Entrusted authority; legally granted.

9.04

With which kind of power is Dr. Martin Luther King, Jr. mostly associated? a. Reward. b. Coercive. c. Expert. d. Legitimate. e. Referent.

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Chapter 9: Leadership

9.05

Prior to James McGregor Burns work on leadership, leadership theories were defined primarily as comprised of two dimensions. These two dimensions are best exemplified by which one of the following scenarios? a. A team leader outlines a calendar for meeting the principal’s deadlines; the team leader finds time each day to talk with all of the other team members. b. A principal distributes the teacher handbook at a meeting and insists that teachers follow procedures; the principal focuses her day on completing the paperwork that is on her desk. c. A principal visits the teacher’s lounge each day to chat with the teachers; the principal has a social gathering at his house once a semester. d. The chair of the high school science department asks teachers to turn in their book orders on time; the chair calls weekly department meetings to get the report done that the principal has requested. e. A team leader outlines objectives to meet goals; the team leader sends weekly messages via e-mail requesting an update on the progress.

9.06

Select all of the following that are behavioral examples of a transformational leader, as opposed to an authority figure. a. Write and distribute a vision and mission statement for the school. b. Arouse the staff’s personal commitment to the vision. c. Visit each teacher’s classroom to see if the vision and mission statement has been posted. d. Organize the working environment to make the envisioned goals central in the organization. e. Evaluate teachers on whether or not they are implementing the vision and mission.

9.07

Select all that are examples of a transformational leader, as opposed to a transactional leader. a. The principal distributes merit pay to those teachers whose students performed best on the state’s achievement test. b. The leader forms a committee to consider the achievement test scores from this year and to make recommendations to the teachers and administration. c. The members of a committee that completed a curriculum development project were provided with summer employment opportunities. d. The superintendent asks principals whose schools did well on the state test to attend a conference with her. e. The school board chair demands the superintendent hire a consultant to assist with strategies for improving morale.

9.08

Select all that are concepts of moral leadership. a. There is a genuine sharing of mutual needs, aspirations, and values. b. Leaders reward those who perform best for the organization. c. Followers have the latitude in responding to the initiatives of leaders, and that they have the ability to make informed choices. d. Leaders take responsibility for delivering on commitments and representations made to followers. e. Leaders develop implementation plans based on the school’s vision and mission.

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Chapter 9: Leadership

9.09

Which is the order of leadership from worst to best? a. Moral, transformational, transactional. b. Transformational, transactional, moral. c. Transformational, moral, transactional. d. Transactional, moral, transformational. e. Transactional, transformational, moral.

9.10

Transformational and moral leadership are associated with which of the following? Select all that apply. a. McGregor’s Theory X. b. Likert’s System 4. c. Argyris’ Pattern A, soft. d. Argyris’ Pattern A, hard. e. McGregor’s Theory Y.

9.11

In Dan Lortie’s research, he found which of the following to be true? a. Teachers are more likely to be influenced by leaders who use expert power than those who use referent power. b. Leaders are more likely to use transformational leadership than transactional leadership. c. Teachers are motivated by leaders who use good communication skills. d. Teachers are motivated by feeling successful and effective in their teaching. e. Teachers who use moral leadership have students who are more successful.

9.12

______________ in visioning is rethinking assumptions, beliefs, and values and either reaffirming or revising them. a. Transformational leadership. b. Moral leadership. c. Reflective practice. d. Adaptive practice. e. School renewal.

9.13

Warren Bennis and Burt Nanus have said that “managers are people who ______________ and leaders are people who _______________.” a. Use power; use transformational leadership. b. Use transactional leadership; transformation leadership. c. Do things right; do the right thing. d. Tell followers what to do; collaborate. e. Use Theory X; Theory Y.

9.14

Select all that are examples of organizations that use concepts of sustainable leadership. a. To help motivate the school community of a school in which the test scores have been falling dramatically the school superintendent appoints a principal known to be a very charismatic leader. b. Although it may take time from work at their own school, Kennedy High School staff members value their networking opportunities at the central administrative offices and at other schools.

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Chapter 9: Leadership

c. Even though they may not be achievable, Gulf Coast Middle School sets its goals at high levels to keep the school community moving forward. d. Although the afterschool programs are not attracting as many students as they once were, St. Michael’s Community School maintains the programs because they are a rich tradition. e. Monroe Elementary School has promoted the concept of teacher leadership throughout the school to such an extent that the staff affectionately call their school “The School with Many Principals.”

9.15

In the study of leadership behaviors by Marzano et al., they found seven leader behaviors associated with second-order change that alters the system in fundamental ways requiring new ways of thinking and behaving. Select all of the following that are included in these seven leader behaviors. a. Inspires and leads new and challenging innovations. b. Ensures everyone is aware of current theories and practices and makes discussion of these a regular aspect of the school culture. c. Communicates and operates from strong ideals and beliefs about schooling. d. Demonstrates an awareness of the personal aspects of teachers and staff. e. Has quality contact and interactions with teachers and students.

Short-Answer Questions: 9.16

List three of Joyce Epstein’s components of parental involvement and provide an example of how a school can implement each.

9.17

Differentiate between legitimate and expert power and give an example of each.

Essay Questions: 9.18

Compose a positive scenario of a school’s process in developing the vision and mission statement for a school. Illustrate the principal’s use of leadership skills to lead this process, and describe how these behaviors are reflective of the principal’s leadership philosophy; that is, connect the principal’s leadership philosophy and how this is connected to his or her leadership behaviors.

9.19

Illustrate how successful professional learning communities (PLCs) should be developed and describe how PLCs are connected to the concept of Distributed Leadership. Integrate into your essay the three Cs (communication, collaboration, and culture) of how to sustain and improve change initiatives by Richard DuFour and Robert Eaker (1998).

9.20

Fullan (2005) and Hargreaves and Fink (2006) are the authors most associated with sustainable leadership. Fullan believed in the necessity of sustainable leadership to ensure continuous improvement, in addition Hargreaves and Fink provided seven principles deep learning lasts. Describe a situation in which you observed perpetuation of organizational growth through sustainable leader, or transition with a lack of sustainability. Cite the specific principles that were or were not evident.

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Chapter 10: Decision Making

Chapter 10 Decision Making Multiple-Choice Questions: 10.01 Choose all of the following that are examples of the application of Daniel Griffith’s theory of administration. a. A principal makes the important decisions, and delegates all others. b. A principal sets up a process of making decisions in the organization. c. A principal delegates most decisions to others. d. A principal delegates all decisions to others. e. A principal consults with the superintendent on the type of decisions to be delegated.

10.02 In Vroom and Yetton’s decision-making model, there are seven questions one must ask that lead to the best decision-making style. Which of the following are questions in this model? Select all that apply. a. Is this decision one that the leader’s superiors should make? b. Does the leader have sufficient information to make a good decision? c. Is the problem important? d. Is there a quality requirement such that one solution is likely to be more rational than another? e. If the leaders makes the decision alone, how certain is it that others will accept it?

10.03 Which of the following scenarios would lead to a group consensus decision-making style according to Vroom and Yetton’s taxonomy? Select all that apply. a. Acceptance of a decision by subordinates is not critical; subordinates do not share the organizational goals. b. Acceptance by subordinates is critical; subordinates do not share the same goals. c. The problem is structured; the leader is reasonably certain the followers would accept his or her decision. d. The problem is structured; conflict is likely among followers for preferred solutions. e. Acceptance by subordinates is critical; the leader is not certain if they would accept his or her decision.

10.04 Henry Mintzberg’s research about the nature of managerial and administrative work resulted in which of the following conclusions? Select all that apply. a. Administrators do a great deal of work, and do it at an unrelenting pace. b. Administrators devote long periods to a few important decisions that tend to be specific. c. Administrators prefer to deal with problems that can be handled with the information at hand. d. Administrators prefer written communications. e. Administrators often check with their superiors before making most decisions.

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Chapter 10: Decision Making

10.05 Which of the following is most likely to be true about decision making and organizational culture? Select one. a. The norms, values, and beliefs of an organization have minimal impact on administrative decisions. b. The use of HRD concepts most likely will lead to participative decision-making structures. c. Some cultures are more effective than others in implementing collaborative decisionmaking models. d. Collaborative decision-making models should not be used in schools that are experiencing many problems. e. Both b and c.

10.06 Which one of the following might be considered good decision-making practices? a. The principal should set up the school’s decision-making processes and these processes should include participation of others when appropriate. b. Teachers should be permitted to participate in decisions only when the principal believes he doesn’t have sufficient information. c. The principal should work with teachers in establishing a process for making decisions. d. Voting is a good decision-making strategy for important decisions. e. Both c and d.

10.07 Which of the following problems might be termed emergent problems? Select all that apply. a. The school district needs to revise its transportation system to pick up children on time with greater accuracy. b. The state requires each school district to develop a plan to implement bilingual education. c. A principal needs to decide how best to organize her time to ensure that she evaluates all teachers twice during the school year. d. The principal needs to develop a process to handle ordering and distribution of supplies. e. Both a and b.

10.08 Which of the following problems might be termed discrete problems? Select all that apply. a. The superintendent requires each school leader to develop a school-improvement plan to include special education students. b. How should special education students be included in the regular education classrooms? c. The central office staff has asked each school leader to develop a yearly staffdevelopment plan based on the school’s vision and mission. d. The process and schedule for cleaning classrooms before and after school needs to be revised. e. Both a and d.

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Chapter 10: Decision Making

10.09 Using the ideas of Edwin Bridges and Chester Barnard to determine when to involve others in decisions, identify which of the following would be good practices. Select all that apply. a. Involve teachers who have a personal stake in the problem, even if they are not experts or have much information about the problem. b. Involve the math teachers in scheduling the program for the physical education department. c. If teachers are ambivalent about a problem and its solution, select a small group of volunteers to work out a solution with the principal. d. If a problem is in the teachers’ Zone of Sensitivity, they will not be interested in working on a solution, so the principal should make the decision. e. Involve the English teachers in developing next year’s schedule, as several of them have worked on scheduling with principals in the past.

10.10 Which of the following would be considered good decision-making practices? Select all that apply. a. Choose people to be involved in decisions if they are knowledgeable about the problem. b. Use a parliamentarian method for making a decision if the staff is concerned about the solution to a problem. c. If a problem is in the staff’s Zone of Indifference involve them in a collaborative decision. d. A principal involves several individuals in defining alternative solutions to a problem in the staff’s Zone of Ambivalence and seeks input from a group on consequences, but makes the decision himself. e. A school that wishes to use school-based decision making (also called site-based management) could benefit from using the Total Teamwork System of decision making.

10.11 Edwin Bridges suggested several tests to determine involvement of others in decision making. Which of the following were tests he recommended? a. Test of Understanding. b. Test of Relevance. c. Test of Expertise. d. Test of Jurisdiction. e. Test of Sensitivity.

10.12 Kowalski et al. (2008) created a model for data-based decision making. Which of the following is not one of the phases? a. Categorizing. b. Collecting. c. Confirming. d. Connecting. e. Creating.

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Chapter 10: Decision Making

Short-Answer Questions: 10.13 Describe or define a rational decision-making process by listing the steps involved, and define what makes a decision that is satisficing.

10.14 Briefly describe participative decision making, the required power, and the benefits?

10.15 Vroom and Yetton (1973) developed a taxonomy of leadership styles based on decision making. What are the styles?

10.16 Define action research and briefly describe its intended purpose.

10.17 List Peter Drucker’s steps to rational decision making.

Essay Questions: 10.18 You are brought in as a consultant to analyze the problems related to decision-making structures in a school. The principal of this middle school (grades 6-8, 750 students) has received numerous complaints from teachers that they are not involved in any of the decisions that are made at the school. In fact, they have all signed a letter of complaint to bring the issue to the attention of the principal.

In your discussions with the principal, he states that he believes he is a democratic person and that he is surprised by the complaints. You find that the principal makes most decisions such as assignments to bus duty, lunchroom duty, and hall/bathroom monitor duty, as well as class assignments for all of the teachers. Monthly meetings are for the purpose of giving information to teachers and staff. The principal cannot understand why the faculty members are unhappy because he is saving them so much work by not having them attend so many meetings to make decisions.

Analyze the situation related to decision making. What positive steps is the principal doing relative to decision making? What is wrong with the current methods and what needs to be done to revise the current methods of decision making? Specifically, what steps should be put into place to involve faculty in some of the important decisions in the school? How will “important” decisions be determined? In your response, cite specific theories and concepts from the text to support your ideas.

10.19 Using the Shewhart and Deming Cycle of Plan-Do-Study-Act (PDSA), develop a plan to solve the problem described in the scenario below. In your response, identify the TQM tools you will use and the aspects of the Kowalski et al. (2008) data-based, decisionmaking model that integrate into your plan.

Scenario: You are a school principal who has received a call from your superintendent that she is unhappy with your school’s performance on the recently published results of the state’s high-stakes assessment. She requests a detailed plan from you that outlines solutions to address the problem.

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Chapter 10: Decision Making

10.20 The Total Teamwork System provides a framework for making effective decisions. You are a newly appointed assistant principal at a school that had perennial been high achieving, but has seen drastic declines in student achievement over the past three years.

The principal has asked you to lead a curriculum team to identify issues and provide potential solutions. Describe the process you would use by addressing the four essential questions from the Total Teamwork System.

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Chapter 11: Conflict and Communications in Organizations

Chapter 11 Conflict and Communications in Organizations Multiple-Choice Questions: 11.01 Views of classical, bureaucratic organizations toward conflict would involve which of the following management behaviors or ideas? Select all that apply. a. Managers believe that conflict is inevitable and should be managed. b. Managers seek harmony through collaborative work groups. c. Managers believe that organizations should be smooth running and harmonious. d. Managers seek harmony through control and organizational structure. e. Managers should let conflict “run its course.”

11.02 Which of the following are examples of leader behaviors that are compatible with contemporary views of dealing with conflict? Select all that apply. a. A principal tells two individuals who are in a conflict over use of department materials that he wants them to stop arguing. b. Two first-grade teachers believe that phonics is the best approach to teaching reading and two others disagree. The principal lets them work it out among themselves. c. Two second-grade teachers who were in conflict most of the year will be placed in different grade levels next year. d. With two parties in a conflict, the principal holds a meeting in which she leads a discussion of the issues and sets goals for a solution. e. With two parties in a conflict, the principal holds a meeting in which she lets them know that they are responsible to resolve their disagreement so the school will not be disrupted.

11.03 Which of the following have been identified by Louis Pondy as primary sources of latent conflict? Select all that apply. a. Competition for resources. b. Hostile behavior. c. Decisions on goals or how to accomplish them. d. The principal controls of most decisions. e. Unfunded state mandates.

11.04 Kenneth Thomas identified four parts of conflict that occur in a sequence of episodes.

Which of the following is the correct order in which the four parts occur? a. Conceptualization, frustration, outcome, behavior. b. Frustration, conceptualization, behavior, outcome. c. Frustration, behavior, conceptualization, outcome. d. Outcome, behavior, conceptualization, frustration. e. Conceptualization, frustration, behavior, outcome.

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Chapter 11: Conflict and Communications in Organizations

11.05 Using Kenneth Thomas’s model of conceptualizing conflict, which of the following is likely to occur if a person is high in cooperativeness and low in assertiveness? a. A teacher who is given extra work by the team leader refuses to do so unless everyone in the department also is required to perform the work. b. Although bothered by the extra workload, a principal agrees to send the staff development office the forms it demands. c. A superintendent refuses to turn over financial information to a school board member without school board approval. d. A teacher ignores a parent who demands that her child be moved to a new seat in the classroom because of problem with surrounding students. e. A teacher agrees to meet with the team leader to work out an agreement to the team leader’s request with which the teacher does not agree.

11.06 Using Kenneth Thomas’s model of conceptualizing conflict, which of the following is likely to occur if a person is high in cooperativeness and high in assertiveness? a. A teacher who is given extra work by the team leader refuses to do so unless everyone in the department also is required to perform the work. b. Although bothered by the extra workload, a principal agrees to send the staff development office the forms it demands. c. A superintendent refuses to turn over financial information to a school board member without school board approval. d. A teacher ignores a parent who demands that her child be moved to a new seat in the classroom because of problem with surrounding students. e. A teacher agrees to meet with the team leader to work out an agreement to the team leader’s request with which the teacher does not agree.

11.07 A teacher, Mr. Blake, is asked by the team leader to turn in detailed weekly lesson plans.

Mr. Blake does not see the point in doing this time-consuming work, and he believes the team leader is being autocratic. He asks to meet with the whole team and the team leader to discuss lesson planning to determine potential solutions. Mr. Blake’s reaction shows that he is: a. Low in assertiveness and high in cooperation. b. High in assertiveness and low in cooperation. c. Medium high in cooperation and medium high in assertiveness. d. Low in both. e. High in both.

11.08 Todd Whitaker offered suggestions for dealing with difficult individuals. Select all that apply. a. Give them some appropriate responsibilities and praise them in front of others. b. Confront them vigorously in front of others when they are being inappropriate. c. Raise their discomfort level by approaching them privately about their negative behaviors. d. Educate them on how they come across to others. e. Ignore them.

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Chapter 11: Conflict and Communications in Organizations

11.09 In a classic view of conflict, organizations should be: a. Embracing conflict. b. Smooth operating. c. Harmonious. d. Coordinated. e. Ordered.

11.10 Hostility occurs when an individual or group seeks an outcome at the exclusion of others’ preferences. Which of the following are types of hostility? a. Malevolent hostility. b. Latent hostility. c. Non-malevolent hostility. d. Divergent hostility. e. Non-latent hostility.

11.11 Through a structural view of conflict, behavior is influenced by which of the following? a. Availability of resources. b. Rules and procedures. c. External pressures. d. Personality predispositions. e. Social norms of the organization.

Short-Answer Questions: 11.12 Briefly describe the prerequisites essential for conflict to exist; give an example.

11.13 Illustrate by example the difference between malevolent and non-malevolent hostility.

11.14 Illustrate by example the effects that hostile conflict can have on individuals and their organization.

11.15 Provide an example of a win-lose orientation to conflict. Describe how the parties behave with each other and among group members. Then describe the results most likely to occur from win-lose.

11.16 Alsbury and Whitaker recommended school districts develop programs to help administrators deal with stress. List two examples of these programs.

11.17 Describe a contingency approach to addressing conflict and what questions must be asked.

Essay Questions: 11.18 The faculty committee working on a discipline policy for the school is at an impasse. The issues creating the conflict involve in-school suspension versus external suspension and paddling. About half of the committee has aligned themselves with in-school suspension with no paddling allowed, and the others favor external suspension with paddling permitted. They have come to you (the principal) to resolve the conflict. What kind of 43 Copyright © 2022, 2015, 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 11: Conflict and Communications in Organizations

conflict manager are you? What do you do? What are the alternatives that might resolve the conflict?

11.19 What is the difference between functional and dysfunctional conflict? Give an example of each using your own experience as the basis for your response. You may use any type of organization as an example. Why is functional conflict with an external group (e.g., in a school situation, that would be a parent group, a special-interest group, a group from state government or accrediting agency, etc.) frequently beneficial to an organization? Using a specific situation as an example, describe how leaders may create functional conflict within their organizations.

11.20 Whitaker (2002) prescribed advice on working with difficult individuals. As a newly appointed principal, you have inherited a number of problems that your predecessor did not address. Notably, a curriculum coach and mathematics department chair have had a rivalry for many years. Neither wants to work with the other, and their feud is creating factions among the teachers. However, the curriculum teacher is very dependable and volunteers for every academic and extracurricular opportunity. The math chair consistently has students who score among the highest in the district with 100% of students documenting as proficient on state exams annually. Plus, both teachers are well known and well-liked by parents and students. How will you address the situation?

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Chapter 12: School Reform

Chapter 12 School Reform Multiple-Choice Questions: 12.01 Which of the following reflects rationale of influential writers and economists for marketbased school reform? Select all that apply. a. Individuals will make a rational choice based on their own economic self-interest. b. Competition from other schools will cause all schools to improve. c. Public schools have not worked and therefore should be abandoned. d. Students will be offered curriculum that will be of interest to them. e. The better teachers will gravitate toward the market-based schools that have higher performance.

12.02 Select the individuals who have been supporters of market-based reform. Select all that apply. a. John Maynard Keynes. b. Milton Friedman. c. John Goodlad. d. John Chubb. e. Thomas Sowell.

12.03 Businesses and individuals who have invested for profit in educational initiatives include which of the following? Select all that apply. a. Lamar Alexander. b. William Bennett. c. Gerald Bracey. d. Edison Schools. e. Coalition of Essential Schools.

12.04 Which of the following are true about market-based school reform? Select all that apply. a. Researchers have shown conclusively that charter schools are more effective than public schools. b. The trend in the number of students enrolled in virtual charter schools has increased. c. There is minimal evidence that for-profit schools achieve better results than public schools. d. One of the advantages that for-profit schools have over public schools is that they often have more money available at startup to meet their needs. e. Online PK-12 entrepreneurial efforts have yielded positive gains in academic achievement.

12.05 Select all that are true about the standards-based education reform movement. a. Because of the movement, there is greater local control of education than previously. b. It uses similar rationale as market-based reform. c. Proponents of standards-based education have focused a great deal of attention on the effects of testing on students.

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Chapter 12: School Reform

d. It is essentially a political strategy to reform schools. e. It has resulted in high-stakes testing.

12.06 Select all that are true about research related to the effectiveness of higher standards. a. A report by the Center for Education Policy (CEP) found that from 2002-2008, states had large significant declines in reading and math and that the achievement gap has increased in more states than it narrowed. b. In general, math and reading scores have improved significantly after No Child Left Behind was passed. c. In general, math and reading scores have not improved significantly after No Child Left Behind was passed. d. For the most part, high-stakes testing has resulted in a narrowing of the curriculum. e. For the most part, high-stakes testing has resulted in a focus by teachers on criticalthinking skills.

12.07 Select all that are true about whole school reform (WSR). a. WSR efforts in individual schools orchestrated by district offices have not been very successful. b. Increasing individual school autonomy with district support has a good chance of success. c. Charter schools have provided excellent models of school reform efforts for public schools. d. There is little research to support the conclusion that WSR works. e. Site-based decision making has been effective when districts relinquish control to the schools in which collaborative problem solving is used.

12.08 The Education Commission of the States report in 1999 entitled Governing America's Schools: Changing the Rules identified which of the following approaches for school reform? Select all that apply. a. Allow charter schools under the control of the school district. b. Centralize school reform efforts to ensure coordinated approaches to school reform. c. Encourage site-based management with schools having budgetary control. d. Reform efforts should be district-wide to ensure that all children receive equal opportunity. e. Provide opportunities for parents to choose the best schools for their children.

12.09 The Education Commission of the States report indicated that the approaches it suggested will permit which of the following ideas? Select all that apply. a. Replacing public schools with charter schools. b. Giving parents more choice. c. Focusing accountability on achievement. d. Allowing the districts to control the money for schools. e. Weakening the role of local school boards and strengthening the state control.

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Chapter 12: School Reform

12.10 Richard Hess, an early influential supporter of market-based reforms, blames the lack of success of these reform efforts on which of the following? Select all that apply. a. There has not been a true market-based system allowing for ongoing opening, closing, and franchising of schools. b. Market-based reforms have not proven to be effective in improving student achievement. c. Choice programs have not been well funded. d. States have placed financial restrictions on construction. e. States allowed too much flexibility in charter schools admissions, staffing and curriculum.

12.11 Which of the following are criteria were used to develop the Common Core State Standards for both K-12 and college- and career-readiness standards? Select all that apply. a. Students will be prepared for both public schools and charter schools. b. Parents are provided more choice. c. Standards are aligned with work and college expectations. d. Standards are research-based. e. Standards prepare students to succeed in our global economy.

12.12 Which of the following data from the 2017 Condition of Education compiled by the National Center for Education Statistics are true? Select all that apply. a. Dropout rates in public schools for all subgroups have decreased over a 15-year period: b. The number of children and families living below the poverty line has increased for all subgroups. c. The percentage of 3 to 5-year-olds enrolled in full-day preprimary programs increased. d. The achievement gap between White students and all other racial subgroups has narrowed to nearly zero percent. e. Graduation rates have improved.

12.13 Which of the following would Diane Ravitch and Michael Fullan agree are good criteria for successful whole system reform? Select all that apply. a. The reforms build the capacity of the staff to deliver instruction. b. The culture of the school placed value on shared decision-making processes. c. The central office trains all staff members in reform efforts. d. The school leadership evaluates classrooms on a regular basis. e. Reforms have support of the staff and are built on a theory of action.

Short-Answer Questions: 12.14 Define “Response to Intervention” (RtI) and briefly describe how it should be implemented.

12.15 Describe the “Broader, Bolder Approach to Education” and give two examples of specific initiatives it recommended to help children.

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Chapter 12: School Reform

12.16 Describe how the following two types of market-based reforms are utilized: (a) vouchers; (b) tax credits or tax deductions.

12.17 What is the American Legislative Exchange Council (ALEC)? What is ALEC’s stance on market-based reforms and what does ALEC do to advertise the success of states that support these reforms?

12.18 Define supplemental educational services and briefly describe.

Essay Questions: 12.19 To answer this question, you are to assume the role of the district superintendent. The district test scores have been in the lower 25% of all districts in the state for the past 5 years, and the pressure is mounting for you to do something to turn around the district.

You and the school board chair have just returned from the American Association of School Administrators conference, where you learned a lot about the process of whole school reform. Assuming that the school board, the principals and the teachers’ union basically agree with your ideas, create a plan for whole school reform that outlines your ideas and identifies structures that you will put into place to implement whole school reform in individual schools throughout the district.

12.20 Presuming you are district superintendent, explain the most recent Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) scores to the school board. Several members of the school board are considered about the rankings and want additional information. How do you describe PISA and TIMSS scores and do you recommend any changes based on the results?

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Chapter 1: Answer Key

Answer Key Chapter 1 Organizational and Critical Theory 1.01

e

1.02

e

1.03

c

1.04

b

1.05

a

1.06

b

1.07

e

1.08

b

1.09

d

1.10

e

1.11

a

1.12

c

1.13

b

1.14

a

1.15

c

1.16

d

1.17

Behavior is a function of the interaction between the person and the environment.

1.18

The leader can control the “e” or the environment. In addition, a response that includes a description of a leader’s control over the culture and climate of an organization is acceptable, or an example of what a leader might do to affect either culture or climate.

1.19

The never-ending process of change that involves small incremental steps to improve the organization.

1.20

A leader can identify examples, identify media stereotypes, identify professional stereotypes, and find challenging examples.

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Chapter 1: Answer Key

1.21

Either of the following: (a) the use of a control group; or (b) control of variables that might compromise the research.

1.22

Any response that correctly uses one of the main finding: • Small classes in K-3 (n<18) improved student achievement and decreased grade retention; • Low SES students gained more than high SES students; • Large classes with aides were no better than large classes with no aides.

Examples: (a) a principal could ensure that teachers used small group instruction to remediate student reading problems, particularly for low SES students; (b) leaders could redesign the school organization to eliminate aides over time and use the saving to hire regular teachers to reduce class size.

1.23

One of the follow type responses is acceptable: (a) over reliance on high stakes testing; (b) mandates in NCLB that are not federally funded.

1.24

A coach observes, assesses weaknesses, and then offers guidance for improvement. Just as a coach develops a “game plan” before entering into competition, a leader should develop a “game plan” about how to interact with people and engage them in the vision of the school. The game plan is a theory of practice about how to lead the school to achieve the vision.

1.25

Part a: Theory X is based on the avoidance of work, need for close supervision and direction, and minimal ambition. Contrasted with Theory Y, which is based on satisfaction derived from work, self-direction and commitment from employees, creativity and acceptance of responsibility.

Part b: Pattern A is derived from Theory X and Hard is characterized by directive leadership with close control and supervision. Soft is often mistaken for Theory Y; however, is manipulative with bought compliance and paternalism.

Part c: The four systems exist on a continuum from no trust to complete trust.

1.26

Part a: To close achievement gaps, have highly qualified teachers, provide accountability, use scientifically based research were the main goals.

Part b: No, because education has no overarching paradigm, yet through political forces, one is being attempted.

1.27

Those supporting critical theory (CT) are highly critical of schools ascribe to the pedagogy of the oppressed. Students in poverty are affected the most. Critical race theory is the application of CT to eliminate racism by correcting systemic inequalities. Examples include: Solórzano’s (1997) four activities, a focus on social justice, and DeCuir and Dixson’s (2004) five tenants.

1.28

Social Justice (SJ) is achieved by providing learning opportunities and high expectations for all students. Multicultural is one component, but insufficient by itself. SJ is part of a critical race theory framework and is focused on addressing marginalization.

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Chapter 2: Answer Key

Chapter 2 Guiding Concepts for a Theory of Practice 2.01

b

2.02

b

2.03

a

2.04

e

2.05

c

2.06

d

2.07

b

2.08

d

2.09

e

2.10

d

2.11

a, c

2.12

b, e

2.13

Examples might include such ideas as teachers use small groups of students in cooperative activities, teachers providing students with individualized lessons, or teachers allowing students to decide in which research project to participate.

2.14

Rothstein found that there was no Golden Age in which education critics did not exist.

2.15

A theory is a systematic way to explain observed events and it is used to predict future events. Example illustration: Teachers can use a theory such as emotional intelligence to develop activities that help students understand their emotions. They would predict that this would assist students in emotional intelligence growth.

2.16

Emotional Intelligence (EI) is the ability of one to monitor his or her feelings and emotions and to use this information to guide one’s thinking and action. Other acceptable responses would include: knowing and valuing self; ability to develop strong, productive relationships; and effectively dealing with pressures of life and work.

2.17

One source of conflict lies in the understanding of how organizations are best led and managed. The second is the nature of education and goals for schools.

2.18

Critics decried a move from studying classic books, a lack of serious goals, and low standards. Schools were blamed and critics demanded tougher curriculum, a greater focus 51 Copyright © 2022, 2015, 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 2: Answer Key

on mathematics and sciences, and a reliance on examinations. Examples include: the aftermath of the Great Depression and a wide variety of groups being uneasy about changes including the tracking of high school students into lower-level vocational courses, the fact the launch of Sputnik I was an embarrassment to the United States that ushered in the approval of the National Defense Education Act. 2.19

Gardner was influential in categorizing intelligence as a group rather than a single measure of IQ. He described seven dimensions independent of each other, but was later open to the possibility of others. The focus in schools has traditionally been on linguistic and logical-mathematic dimensions. Many school officials have revised curriculum and instruction based on Gardner’s principles.

2.20

A theory of action gives rise to some judgment, describing how theoretical knowledge can be applied to practical problems. A theory of action is used to describe, explain, and predict future events for a given circumstance. Theory of practice is a composite of theories of action and gives direction to one’s professional practice. There are three pillars to an educational leadership theory of practice: (a) systematic understanding of behavior of adults, understanding of organizational context, and leader behavior. A theory of practice would be used by a leader in guiding decisions.

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Chapter 3: Answer Key

Chapter 3 Mainstreams of Organizational Thought 3.01

e

3.02

a

3.03

e

3.04

c

3.05

a

3.06

e

3.07

a

3.08

b

3.09

c

3.10

b

3.11

a

3.12

d

3.13

c

3.14

Organizational Behavior is the study of human behavior in the context of an organization and the purpose is to use this knowledge of human behavior to improve organizational performance.

3.15

Sociograms can identify the informal group structures within the organization and they identify those individuals who are informal leaders or outcasts based on the amount of people who are either attracted to them or the number who reject them.

3.16

A correct response will include a description or illustration of two of Mary Parker Follett’s four principles of sound management: a. Coordination by direct contact of the responsible people concerned, b. Coordination in the early stages, c. Coordination as the reciprocal relating of all the factors in the situation, d. Coordination as a continuing process.

3.17

Lewin and Mead’s collaboration led to the discovery of the group decision-making process, which is one of the central concepts of organizational behavior.

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Chapter 3: Answer Key

3.18

Schools are: (a) goal-oriented, (b) work is divided into subtasks with individuals having specific duties, (c) hierarchical structure and relationship, and (d) behavior is shaped by organizational rules.

3.19

Taylor is considered to be the founder of scientific management. He stressed the need to break down jobs into series of tasks, train workers for specific jobs, establish a clear division between management and workers, management sets objectives and workers achieve. Scientific management is primarily aimed at cost efficiency and led to time-andmotion studies, rigid job discipline, minimal personal interaction, and incentive pay.

Fayol focused on managerial rather than worker aspects, separated administration from other functions. He described five functions: planning, organizing, commanding, coordinating, and controlling. Fayol identified 14 principles, including: unity of command, authority, initiative, and morale with flexibility for the situation. Weber defined the term bureaucracy, specified a division of labor by function, defined hierarchical structure, rules and procedures, and technical competence.

3.20

Researchers sought to find an optimum level of illumination but instead found that increases and decreased levels of illumination increased productivity. The major concepts included morale, group dynamic, democratic supervision, personnel relations, and behavioral concepts of motivation.

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Chapter 4: Answer Key

Chapter 4 A Systems Approach to Organization 4.01

b

4.02

c

4.03

d

4.04

b

4.05

a

4.06

e

4.07

c

4.08

d

4.09

a, b, e

4.10

d.

4.11

Subsystem: Place correct location letter in this column.

1. Grade-level team. c 2. Culture. e 3. Individual. a 4. School. d 5. Individual’s role. b

4.12

Subsystem: Two possible combinations are correct 1. nomothetic dimension. a d 2. idiographic dimension. d a 3. institutional role. b c 4. individual personality. c b

4.13

Role conflict occurs when different stakeholders have differing expectations of an individual’s role. Role ambiguity arises when the role prescription contains contradictory elements or is vague. Katz and Kahn (1978) defined role ambiguity as “uncertainly about what the occupant of particular office is supposed to do.” These uncertainties may lead to individuals confusing their roles and carrying out roles incorrectly causing tensions, which in turn causes dysfunctional group performance and inconsistent organizational behavior.

4.14

Leaders can ensure groups have individuals who fulfill the following roles (any three are acceptable): a. Initiating action and contributing ideas, b. Seeking information, 55 Copyright © 2022, 2015, 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 4: Answer Key

c. d. e. f. g. h. i. j. k.

Seeking opinions from the group, Giving information, Giving one’s opinion, Coordinating the work of group members, Helping to keep the group focused on goals, Acting as the evaluator-critic, Prodding the group to action, Attending to routine housekeeping tasks of the group, and Recording.

4.15

The equation means that observed behavior is a function of an individual’s role and his/her personality.

4.16

A closed system has no interaction with its environment; whereas, an open system is influenced by components in the environment. Schools are generally considered to be open systems because the external influences exerted upon it.

4.17

Role ambiguity occurs when role requirements are vague or contradictory Examples include the expectations of principals to help teachers improve but also supervise and evaluate. Other examples could include the expectations from parents or community stakeholders compared to the job description.

4.18

An open system is defined as one in which there is interaction with the external environment. By its nature, a school or school district is influenced by factors from the external environment. Systems theory involves integrated and dependent structure and the concept of subsystems and multiple causation. Sociotechnical systems theory includes four subsystems: (a) structure, (b), tasks, (c) technology, and (d) people. Changes in one subsystem will affect the other three.

4.19

Answers should include: (a) a belief there is no one universal or best system of organization for every setting, (b) effectiveness of a system is contingent upon the appropriateness of the style to the situation, and (c) style should be carefully chosen based upon analysis of the situation. Contingency theory is grounded in the fact organizations are open systems and interact with the external environment and as conditions change, the organization must adapt with the appropriate structural and administrative changes.

4.20

OCB/ERB are aspects beyond the traditional job descriptions. However, some stakeholders may view the behaviors as necessary. To minimize role conflict, expectations need to be clearly defined. Researchers have identified OCB/ERB as positive for organizational efficiency and effectiveness, because engaged and dedicated workers have greater commitment to organizational goals. Engaged teachers have a willingness to take on extra tasks, which enhances the performance of the school.

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Chapter 5: Answer Key

Chapter 5 Motivation: Understanding Self and Others 5.01

a, b, e

5.02

a, d, e

5.03

c

5.04

d

5.05

e

5.06

b

5.07

b, d

5.08

a, b, c, d, e

5.09

e

5.10

c

5.11

d, e

5.12

a, b, d

5.13

The Ethic of Critique promotes dialog about questions of power, decision making, relationship-building; essentially asking questions about why we do what we do and how we do it in the administration of the organization. Critical Theory suggests that as part of this critique in developing a socially just environment of caring and acceptance is examining our understanding and application of adult education and learning.

5.14

Self–efficacy is the extent to which an individual believes he/she can accomplish a task.

Example application: A principal should analyze teachers’ self-efficacy in completing a specific task prior to assigning them to a project and/or provide them with sufficient training to assist in improving their confidence levels.

5.15

The Protestant Work Ethic comes from Max Weber’s belief that Protestant countries were more economically advanced because of their belief in hard work. David McClelland added that countries need people with achievement motivation for economic growth. He believed that achievement motivation could be taught at home and school through attitudes, skills, and habits.

5.16

The correct order is: self-actualization; autonomy; self-esteem; affiliation; security.

Individuals whose lower-order needs are met find it difficult to respond to higher-order needs. Although the higher-order needs are never fully met, leaders should focus their

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Chapter 5: Answer Key

efforts on establishing an organizational culture that promotes higher-order needs satisfaction.

5.17

Atkinson’s original characteristics were the desire to avoid failure and need to achieve success (n-Ach). McClelland added the need for power (n-Pow) and need for affiliation (n-Affil). n-Affil is the need for interactions and relationships. n-Pow is the need to make an impact. Desire to avoid failure and n-Ach are self-explanatory.

5.18

Self-efficacy is the concept that individuals can control their own development and are affected by what they believe they are capable of performing. Self-efficacy influences the choices made by individuals. The four primary sources are enactive attainment, vicarious experience, verbal persuasion, and physiological state. Enactive attainment is experience in performing a specific task, not necessarily success in accomplishing the task. Enactive attainment is the most influential because of the direct experience, and greater successes will increase self-efficacy. Vicarious experience is obtained by watching others accomplish a task. Verbal persuasion is the positive and negative information received from others about one’s ability to perform a task. Physiological state is one’s reactions to performing a task, such as stress.

5.19

Answers depend on the theories chosen. If using Atkinson’s theory, discussion should include a desire to achieve success and avoid failure. Adding McClelland’s work would also include a need for power and affiliation. Self-efficacy responses should include attainment, experiences, verbal persuasion, and address physiological state. If using Maslow/Porter should address the hierarchy of needs and how needs will be met.

Responses based on Herzberg’s theory should address motivational and maintenance factors, including how dissatisfaction will be mitigated and motivators will be used.

5.20

The four types include: (a) Blue—sensitive, friendly, and helpful; (b) Gold—responsible, organized, dependable, and efficient; (c) Green—analytical, calm, and logical; and (d) Orange—outgoing, playful, and energetic. Responses would depend on the theories used, but should include a description of meeting specific needs based on the response type.

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Chapter 6: Answer Key

Chapter 6 The Human Dimension of Organization 6.01

d

6.02

b

6.03

a

6.04

c

6.05

b

6.06

e

6.07

e

6.08

d

6.09

c

6.10

a, b, e

6.11

b, c, d

6.12

e

6.13

Subsystems in a school are related to one another, but they each maintain their own identity and autonomy. A specific example would be that the guidance office, although under the supervision of the principal’s office, is not tightly supervised by the principal.

The guidance office staff members have a great deal of latitude in how to handle their responsibilities.

6.14

Human Capital is the knowledge, skills, attitudes, and social skills of employees. An example is for the principal to provide teachers with staff development that the teachers believe is most important to them.

6.15

Organizational culture is the norms, values, and beliefs that guide an organization. An example is the bell schedule that is used by the school; another is the belief that all children are able to learn the curriculum.

6.16

Responses that include examples of the following from Box 6.2: • Psychological and emotional responses, including shock and disorientation, humiliation, loneliness, lower self-esteem, and guilt.

• Long-term, chronic psychological and emotional problems, including anxiety, fear, anger, and depression.

• Physical and physiological problems.

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Chapter 6: Answer Key

• •

Damaged schools, such as impaired school-level decision making.

Resigning from teaching at the school.

6.17

Meyer and Rowan (1983) defined educational organizations as dual systems because some aspects were loosely coupled systems; whereas, others tightly coupled systems.

Examples may include instruction being loosely couple while schedules and transportation are tightly coupled.

6.18

Correct answers include any of the nine tactical characteristics (e.g., school-site management, district support, strong leadership, staff stability, coordinated curriculum, schoolwide staff development, parental involvement, schoolwide recognition of academic success, and emphasis on time for teaching and learning) by Purkey and Smith (1985) to describe culture. Any of the four strategic characteristics (e.g., collaborative planning and collegial relationships, sense of community, shared clear goals, and order and discipline) may be used to increase effectiveness over time.

6.19

Flow is evident in schools that implement the characteristic of effective schools. Flow links the concepts of intrinsic and extrinsic motivation with self-efficacy and collective efficacy. Individual and collective flow may be achieved by providing teachers with common goals, positive feedback, and effective professional development.

6.20

Traditional organizational theories were based on logical-positivist assumptions with a focus on measurement, sampling, quantification, and quasi-experimental design. The prevailing mindset was that tough scientific research was the only way to reach generalizable conclusions (Hoy & Miskel, 1982). However, there was a concern that research and theories were not adequately describing schools. Researchers such as Greenfield (1975) were concerned about anthropomorphizing organizations. The concerns gave rise to qualitative measures. Conant (1964) specified the need to move from hypothetico-deductive reasoning to inductive methods because social sciences are practical arts. Which was enriched by Blumberg who defined administration as a craft rather than a science. Therefore, a qualitative understanding of human behavior became a focus in the research.

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Chapter 7: Answer Key

Chapter 7 Organizational Culture and Organizational Climate 7.01

d

7.02

a

7.03

b

7.04

e

7.05

a, b, c, d, e

7.06

b

7.07

a, d, e

7.08

d

7.09

c

7.10

b

7.11

d

7.12

d

7.13

Culture is made up of the organization’s behavioral norms, values, assumptions, and beliefs. These aspects are passed on through stories and myths, particularly about the heroes and heroines in the organization’s history. Culture can be described as “the way things are done around here.”

7.14

Revolutionary multiculturalism is giving voice to the subordinate culture and subcultures to empower them. The subcultures are often organized by class, gender, and race relations, empowering the subcultures promotes social justice.

7.15

Based on the level of school, a response that describes the following will be correct.

Group decision making occurs within horizontal teams in which there is at least one person who overlaps and links upward and downward in the organizational structure.

This linking pin person (or persons), has influence on those levels of the organization.

The intent is to develop a collaborative interaction-influence system.

7.16

Ouchi (1982) compared American and Japanese practices and expanded upon McGregor’s Theory Y with acceptance of the assumptions from human resources development. Those who hold a Theory Z approach understand the importance of humanizing working conditions and of self-esteem.

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Chapter 7: Answer Key

7.17

Any combination of the following: (a) high expectations for all students, (b) caring relationships, (c) meaningful participation, (d) school safety, and (e) a connection to the school. Other possibilities include positive working conditions (community and parental support, collegial relations, and leadership by the principal); along with a culture of trust, openness, respect, and commitment to student achievement.

7.18

Correct answers include a discussion for culture, ecology, milieu, and social systems, and how each subsystem is part of the climate. Climate contains the perceptions of those in the organization. Culture is perhaps the most powerful and comprised of the norms, values, and beliefs of those in the organization. Ecology is the physical structure of the building(s). Milieu contains the people aspects, such as demographic factors and education levels. Social systems are the hierarchical organizational structures. Depending on how each is answered, some metric for assessment must be included.

7.19

Each response will be individualistic; however, each should contain specific examples, artifacts, or other evident to document an underlying assumption that has become embedded into the organization’s unique culture.

7.20

Likert’s (1961) four management systems include: (a) Exploitive-Authoritarian, (b) Benevolent Authoritarian, (c) Consultative, and (d) Participative Group. ExploitativeAuthoritarian is based on classical management principles and is directive. Benevolent Authoritarian is also called paternalistic has a focus on the dyadic relationship between leader and subordinate. Consultative is a participative style, but one in which the leader asks opinions on an individual basis. The Participative Group style is based on Theory Y principles and contains a focus on team interactions. Presumably, responses should focus on consultative and group participative and give personal examples.

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Chapter 8: Answer Key

Chapter 8 Organizational Change 8.01

e

8.02

a, d, e

8.03

a

8.04

d

8.05

a

8.06

c

8.07

b

8.08

a, c, e

8.09

c

8.10

d

8.11

b, d, e

8.12

Force-field analysis is a technique in which the forces that are driving and the forces that are restraining change are analyzed. An example might be something like the following: A committee is formed composed of individuals who are for block scheduling and others who are against it. This committee could survey the teachers, parents, students, and staff about block scheduling, examine the research literature, and predict the effects of block scheduling on their school prior to forming recommendations based on the driving and restraining forces identified.

8.13

Either: (a) good ideas are developed outside the organization, or (b) the organization is the target of external forces for change. Examples should specifically relate to one of these concepts.

8.14

Fullan’s elements include: utilizing a leadership coalition, focusing on a small number of goals, having high expectations, developing collaborative and individual capacity focused on improving instruction, and using data to determine nonpunitive intervention strategies.

Depending upon the element chosen, some examples might include: (a) establishment of a leadership team through which distributed leadership is used, (b) focusing on targeted an specific student-achievement goals, (c) conveying high expectations for students and teacher, (d) use of PLCs to develop collaborative and individual capacity to affect student achievement, or (e) planning specific tutoring and other intervention programs based on data analysis.

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Chapter 8: Answer Key

8.15

Effective organizations are able to (a) achieve its goals, (b) maintain itself internally, and (c) adapt to its environment.

8.16

Self-renewing schools utilize a leadership coalition, focus on a small number of important goals, have high expectations, develop collaborative and internal capacity to improve instruction, and use data to implement nonpunitive intervention strategies.

8.17

The basic assumptions about a learning organization include a need to change the whole system, not merely a subsystem of parts of the whole. Because of the interconnectedness, one must understand that a change to one subsystem will produce changes in another subsystems. Events rarely occur in isolation and should not be viewed as isolated incidents. Finally, the organization is not defined by physical attributes, but by the patterns of human behavior.

8.18

Correct answers will include one of the following: (a) to reduce the achievement gap among social classes and racial groups; (b) to get students to enjoy school; (c) to enable students to acquire knowledge and skills in ways that relate learning and give purpose to each student; (d) to engender interest in human accomplishments, past and present, and to enlarge their own identities: personal, social, and as citizens; or (e) to acquaint students with the domain of career options and how schooling relates to the fast-changing world of work with specific examples why. In addition, the response must include two of the following: (a) goal focus, (b) communication adequacy, (c) optimal power equalization, (d) human resources utilization, (e) cohesiveness, (f) morale, (g) innovativeness, (h) autonomy, (i) adaptation, and (j) problem-solving adequacy

8.19

Researchers over many years have shown that student achievement differences are largely due to factors outside of the school. Home and family life, the community, and the society in which the students reside are causes for the greatest differences. As Hargreaves (2009) contended, schools cannot succeed alone, they need society and the communities to work along with them. Parental involvement has the most substantial impact. Some recommend the concept of full-service schools to meet the physical and health needs of the students, not just the academic needs.

8.20

A Organizational development (OD) is an approach to increase self-renewal. The school must become a learning organization, which used OD. The whole system must be changed, not just subsystems; however, changes in one subsystem will produce changes in the others. Events are not isolated and the system is defined by patterns of behavior. Organizational self-renewal cannot be imposed, but must be developed internally. The problems must be identified. A small number of specific goals, objectives, and priorities must be established to address the problems. For the school to achieve self-renewal, the principal, teachers, and students must be involved.

B Correct responses will be similar to option A. Because morale was an issue with patients and staff, responses must specifically address moral. Establishment of high expectations will be vital. The analysis of data should be used to design interventions, not punitive measures. The use of force-field analysis could be helpful to identify the driving and restraining forces.

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Chapter 9: Answer Key

Chapter 9 Leadership 9.01

a, d, e

9.02

c, e

9.03

b

9.04

e

9.05

a

9.06

b, d

9.07

b

9.08

a, c, d

9.09

e

9.10

b, e

9.11

d

9.12

c

9.13

c

9.14

b, e

9.15

a, b, c

9.16

Any three of the following with an appropriate example of how a school can implement each: • Parents as providers of the child’s basic needs.

• Communication between the school and the home.

• Parents as volunteers at the school.

• Parents as instructors in the home.

• Parents involved in school governance.

• Parents working in collaboration with the entire community.

9.17

Legitimate power is derived from holding a position in an organization that is recognized by others as legitimate to compel obedience, such as the principal changing teacher schedules. Expert power is that gained from the knowledge that one has that will induce others to comply so they can benefit from it, such as following the recommendations of a principal about a new reading series because of his reading background.

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Chapter 9: Answer Key

9.18

Examples would include the fact leaders are able to unite and motivate others in a shared vision. Organization of the working environment should be focused on the goals to support the vision and mission. Leaders with Theory Y assumptions will be more likely to collaborate than those who hold Theory X assumptions. The use of transformational and moral leadership increases personal commitment of individuals to the organizational goals. Spillane and Diamond’s concept of distributed leadership would be appropriate.

The responses must connect the appropriate philosophies to the leader’s actions.

9.19

Distributed leadership can be achieved through the implementation of effective PLCs. DuFour and Eaker (1998) provded six characteristics of a PLC: (a) shared vision, mission, and values; (b) collective inquiry; (c) collaborative teams; (d) action orientation and experimentation; (e) continuous improvement; and (f) results orientation. Discussion of the “three Cs” should include a focus on the forms of communication and the associated behaviors. Specific “what” and “how” questions were provided by FuFour and Eaker with additional questions proposed by Marzano et al. (2016). Collaboration must a deliberate action and specific and formal opportunities provided for distributed leadership. Culture must include a discussion of the norms, values, and beliefs.

9.20

Hargreaves and Fink’s seven principles include: (a) depth, learning and integrity; (b) length, endurance and succession; (c) breadth, distribution not delegation; (d) justice, ourselves and others; (e) diversity, complexity and cohesion; (f) resourcefulness, restrain and renewal; and (g) conservation, history and legacy. Correct answers will contain specific examples in which the principles were or were not evident.

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Chapter 10: Answer Key

Chapter 10 Decision Making 10.01 b, c 10.02 b, d, e 10.03 b, e 10.04 a 10.05 e 10.06 c 10.07 b 10.08 d 10.09 c, e 10.10 a, d, e 10.11 b, c 10.12 a 10.13 An answer that approximates either Simon or Drucker’s models is correct. Herbert Simon’s model: This is composed of three types of activity; intelligence activity in which the environment is searched for circumstances that need a decision; design activity in which courses of action are defined; and choice activity in which an option is selected.

• Peter Drucker’s model: Define the problem, analyze the problem, develop alternative solutions, decide on the best alternative, and convert the decision into effective actions.

• Satisficing is making a decision that will be a satisfactory solution to the decision, not necessarily an optimal solution.

10.14 Participative decision making required power and influence from the administrator and others in the organization. The process should be viewed as a “win-win” situation. The benefits of using participative decision making include making better decisions and enhancing growth of others in the organization.

10.15 Vroom and Yetton (1973) defined two autocratic processes, A1: a leader who makes decisions solely by available information, and A2: a leader who secures information from followers then makes the decision. They also defined two consultative processes, C1: a leader who shares problems with individuals to receive suggestions before making the decision, and C2: a leader who shares problems with a group to receive suggestions 67 Copyright © 2022, 2015, 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 10: Answer Key

before making the decision. There is also a group process, G1: leaders who facilitate a group process to reach consensus.

10.16 Action research is a process by which research is conducted by a practitioner in his or her own setting and usually does not follow a specific format or methodology. The purpose of action research is for the individual to gain a greater understanding and thereby increase quality of his or her own craft.

10.17 Drucker (1973) listed five steps to making rational decisions. Define the problem.

Analyze the problem. Develop alternative solutions. Decide on the most appropriate solution. Convert the decision into effective actions to implement the solution.

10.18 The principal is using one of Vroom and Yetton’s (1973) autocratic styles. The principal understands Barnard’s zone of indifference and zone of ambivalence; however, he is not cognizant of the zone of sensitivity and needs to understand the desire for input when their interest over time. The use of Bridges’s two tests in conjunction with the test of jurisdiction by Owens and Valesky provide a framework of inclusion for important decisions. He should establish an explicit decision-making process in line with the culture of the school and determine procedures before problems arise.

10.19 Using PDSA, plan by determining the needs; the model by Kowalski et al. (2008) contain a first step of determining what data are needed and how it will be collected. The do step is to collect all of the requisite data and begin analysis. The connecting phase by Kowalski et al. in which the data are disaggregated and analyzed in multiple way, which is the study phase in the Deming-Shewhart PDSA cycle. The creating phase by Kowalski et al. is the Act phase in which action is taken to address the concerns identified from the data analysis.

10.20 The first question is to determine if the issue resides within the legitimate domain of the group. Issues inhibiting optimum student achievement is certainly within the purview of the group. The second question is to determine the appropriate phrasing of the question for discussion. Answers may vary, the respondents just need to articulate the issue clearly. The third question is to determine if further information is needed. Greater information pertaining to student performance will need to be aggregated then analyzed.

The final question is determining the acceptance of a decision by others. As a new assistant principal, there will need to be specific steps taken to ensure appropriate buy in for the decisions of the team.

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Chapter 11: Answer Key

Chapter 11 Conflict and Communications in Organizations 11.01 c, d 11.02 d 11.03 a, c 11.04 b 11.05 b 11.06 e 11.07 e 11.08 a, c, d 11.09 b, c, d, e 11.10 a, c 11.11 b, d, e, 11.12 Although there is no agreed upon definition of conflict in the literature, for conflict to exist, two prerequisites are divergent views held by the parties and an incompatibility of those views. An example might include a disagreement between two teachers who wish to use completely different instructional methods to teach reading, but one must be adopted schoolwide.

11.13 Any examples such as those below that show malevolent behaviors compared to nonmalevolent in which one tries to support one’s views.

• Malevolent illustration: A teacher tells others in her department that a teacher she disagrees with has received special favors from the principal.

• Non-malevolent illustration: At a department meeting, a teacher argues for her point of view and tells everyone that her ideas have research support and other ideas do not.

11.14 Any example should show psychological and/or physical withdrawal for individuals and a downward spiral in organizational health is acceptable.

• Example: A teacher who has been the subject of hostile conflict with another in her department seems indifferent in meetings and unconcerned about issues. She has also been absent more often than usual, particularly on meeting days. This hostility has resulted in departmental delays in arriving at consensus on important issues such as scheduling for next year and how to work toward full inclusion.

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Chapter 11: Answer Key

11.15 An example such as the one below that shows hostility between parties and/or lack of an honest search for a solution is acceptable. Among group members they will close ranks and expect members to hold to group goals. Results can include rejection of leaders and lasting emotional reactions.

• Example: A teachers’ union decided to strike because of lack of movement in negotiations. Teachers were angry and spoke negatively about the administration to the press. Neither side was willing to budge from their positions, nor did they offer any compromises. Most teachers closed ranks, and those teachers who did not agree to strike were ostracized. Bad feelings lingered for years, and the negotiations process continued to be negatively affected. In addition, bad feelings continued among the teachers who did and did not strike.

11.16 Answers can include any of the following stress-reduction activities: meditation, relaxation training, physical exercise, health and wellness programs, time-management training, or setting up effective mentoring and networking relationships.

11.17 A contingency approach is predicated on a presumption there is no singular best solution, and each situation must be diagnosed individually. In addressing conflict, one must ask, are the goals of the two parties mutually exclusive. The two questions are to identify the internal dynamics and the external influences.

11.18 Heifetz and Linsky (2002) asserted the need for leaders to generate adaptive change to harness potentially destructive energy. Depending upon the individual’s level of cooperativeness and assertiveness, Thomas (1976) defined five orientations: (a) competitive, (b) avoidant, (c) accommodation, (d) sharing, and (e) collaborative. The respondent should explain why he or she favors a style in the situation. Is a collaborative solution possible, if not, can a bargaining solution be reached?

11.19 Functional compared to dysfunction conflict is best analyzed through organizational health, adaptability, and stability. Thomas (1976) contended that divergent viewpoints often produce superior ideas. Previous disagreements can be overcome and synthesis of ideas may produce a comprehensive solution. In addition, Deutsch (1973) believed that functional conflict helped to revitalize existing norms. Suppression of useful conflict can lead to catastrophic breakdown. Additionally, poorly managed conflict can lead to hostility. Win-lose orientations are typically dysfunctional. An ineffective response leads to dysfunctional conflict through a negative response, which leads to a competitive and threatening culture and then becomes destructive and contributes to a declining organizational health. The response should include specific examples for an organization and ways in which a leader can use conflict functionally to lead to positive outcomes.

11.20 Whitaker (2002) prescribed five actions to deal with difficult individuals: (a) reinforce positive behavior, (b) give greater responsibilities, (c) raise discomfort levels pertaining to their negative behavior, (d) improve interpersonal intelligence, and (e) establish expectations for behavior. Because the conflict is not productive, steps must be taken to alleviate the issue. The positive contributions must be recognized and reinforced. Both are teachers who excel, and extra responsibilities are appropriate. The principal should 70 Copyright © 2022, 2015, 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 11: Answer Key

work to raise the levels of discomfort with the teachers’ behavior and show the negative effect on the culture and student learning. Therefore, increasing interpersonal intelligence by helping them to understand, and finally to set expectations for behavior.

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Chapter 12: Answer Key

Chapter 12 School Reform 12.01 a, b, c 12.02 b, d, e 12.03 a, b, d 12.04 b, c, d 12.05 d, e 12.06 c, d 12.07 a, b, e 12.08 a, c, e 12.09 b, c 12.10 a, c, d 12.11 c, d, e 12.12 a, b, c, e 12.13 a, b, e 12.14 Response to Intervention (RtI) is a reform that identifies children at-risk and uses differentiated instruction to meet their needs. RtI uses a multi-tiered process that has from two to four tiers and progress data is maintained for each child at each tier. Generally, in the first tier all students are provided high quality differentiated instruction. Subsequent tiers identify children that are not making satisfactory progress at the lower level and increasingly intensive instruction is provided for them. The highest level usually provides targeted individualized instruction. Only when children are not making adequate progress at the highest tier are they referred for special education assessment.

12.15 The Broader, Bolder Approach to Education is a policy statement for education and social change developed by and endorsed by many influential politicians, educators, civil rights, and social welfare leaders.

• Examples should include two of any ideas similar to the following: a. Pursue an aggressive school improvement strategy (response may identify any of the following or similar ideas: small classes, high quality teachers in difficult schools, improved teacher training, improved leadership training, making college preparatory classes available to all). b. Provide developmentally appropriate and high-quality early childhood, preschool, and kindergarten care.

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Chapter 12: Answer Key

c. Address children’s health, including routine pediatric, dental, hearing, and vision care for all infants, toddlers, and schoolchildren to minimize health problems that impede school success. d. Provide quality out-of-school and extended day programs focusing on lowincome children (response may include focus on remediation, tutoring, or enrichment activities).

12.16 Answer parts a and b: Part a: Vouchers: parents or guardians are provided a state certificate or voucher typically worth the same amount of money as the average per-pupil cost per child, and the parents may use the voucher to have their child attend any public school.

Part b: tax credits or tax deductions: tax credits or deductions are allowed to either individuals or corporations that provide money to scholarship organizations. The scholarships are then given to individuals who use them to attend the school of their choice, public or private. These scholarships work much like vouchers, except that individual or corporate money, not public funding, is used.

12.17 ALEC is an organization that recommends specific legislation to its members who then sponsor that legislation in their states. ALEC drafts legislation on many issues related to its conservative mission, many of which are about PK-12 education. In fact, ALEC has a special task force on education, which focuses on teacher tenure, privatization of education, and collective bargaining. In a 2013 ALEC Report Card on American Education: Ranking State K-12 Performance, Progress, and Reform (Ladner & Myslinski, 2013), the authors graded every state on how its market-based initiatives are enacted into state policies including the following: academic standards, charter school laws, private school choice, teacher quality policies, and online learning options.

12.18 Supplemental educational services (SES) were first required under the No Child Left Behind Act and are one of the most lucrative markets for educational entrepreneurs. SES are mandated for Title I schools designated as in need of improvement and provided to low-income families. The services are provided outside of regular school hours and targeted for reading and math.

12.19 As superintendent, a whole school reform or comprehensive school reform plan will be predicated on the fact that top-down strategies are not effective and every school will be expected to meet the same standard but have the freedom to implement appropriate measures. Increasing school autonomy through site-based management is an appropriate strategy. Using Fullan’s (2011) strategies, there should be (a) intrinsic motivation, (b) continuous improvement, (c) collective teamwork, and (d) should affect all students and teachers. As appropriate, the response may include discussion of one of the models from Table 12.8.

12.20 The PISA is used to measure math, science, and reading achievement of 15-year-old students every three years. TIMSS is used to measure math and science achievement of students in fourth and eighth grade every four years. However, the United States has only participated in 1995, 2015, and 2018. Many researchers do not value the results. There are issues with language and translation, cultural factors, issues pertaining to sample 73 Copyright © 2022, 2015, 2011 Pearson Education, Inc. All Rights Reserved.

Chapter 12: Answer Key

selection, and varying standards at different age ranges. Presumably, respondents will not recommend changes because those international assessments are not aligned with U.S. curricula.

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