Effects of Organic Management on Student Achievement

By Robert J. Miller, Brian Rowan. 2006

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a1b074ee6ec26200d9402703b18c17c56479feec

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Conceptualizing School Leadership and Management from a Distributed Perspective: An Exploration of Some Study Operations and Measures (2010, unknown): “Whereas mechanistic arrangements include centralized decision making, clearly defined positions, and hierarchical relations, organic arrangements involve staff in decision-making processes and cooperative relationships (Miller & Rowan, 2006).”
DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA (2008, background): “It should also be mentioned that these findings confirm previous results, for example those obtained by Miller and Rowan (2006 ) in their study on the effects of organic management (defined as a combination of staff cooperation and collegiality, teachers’ participation in school decision-making and”
Origins and Consequences of Schools’ Organizational Culture for Student Achievement (2009, methodology): “These results are congruent with those of other studies on the impact of school culture (see Maslowski, 2001, 2006) and more globally with those of the research on the impact of organic management (see Miller & Rowan, 2006).”
What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership (2014, background): “…the grouping of principals, compared to styles, the grouping of behaviors, better accounts for the differences in the way that principals may or may not Urick and Bowers 105 perform these idealized behaviors in their specific school context (Fiedler, 1964/1978, 1966, 1967; Miller & Rowan, 2006).”
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools (2009, background): “Teachers’ lack of focus on curriculum and instruction during meeting times was suggested by Miller and Rowan (2006) as a possible explanation for the absence of a relationship they and others have found between student achievement and teacher reports of staff collaboration, teacher empowerment, and ”
School Organizational Contexts, Teacher Turnover, and Student Achievement (2016, background): “…focused specifically on the association between student achievement gains and a single feature of the school environment, such as school leadership style (Leithwood & Jantzi, 2006; Miller & Rowan, 2006) or teacher collaboration (Goddard, Goddard, & Tschannen-Moran, 2007; Lee & Smith, 1996).”
Successful Leadership: A Review of the International Literature (2013, unknown): “28 Miller & Rowan (2006).”