Source: Jeanne Halting, 197, The Saciiogy of Education: A Systematic Analysts tn elon, Upper Sad River, N Prentice al chapter 5 Jefe Monday morning at 8:15, We ate entering high school: Sounds of lo ‘ees banging lockers and running fet gree the, Hesny doors sats] Tehind us loud bell ngs through the has and students hein dssppeae Ing behind closing doors stong the corridor Aw another day ines Each Siident knows his he proper place inthe str I ate ste enter dr ‘ipting the eotine, dhe schon personnel wil amp to sociale this dupa student into proper behavior an nel he value of punctali There are many wa of ooking at the schol am nganiaton;in Chae {we focus om the roe sctive ofthe school and in Chaps 7 on is fora ‘organisation cascoom interactions, tedcking and lestning proces and ‘School climate, Here we look atthe important stractaral component ofthe a tem and analyte aspects ofthe school a3 reais “Although each school has st own elre and mubeutares, complete wilh legends, heroes stories tual and ceremonies (Owens 1889) cera organ 2attnal facts ae relevant to any dacason of school For isa, the sie of School i correlated withthe pe of organizational sttuctare and degree of Duresucratization the larger the schoo the higher the deyeee. Tie region of theeountryand aachoot setting affect te degre of ceneation any rural Schools tend to become more centralized becaure the area covered more panely populated; community resident in urban school disse often push {ward decentralization because ofthe derse need of large popultions The ‘ommuniys lass nd racial composition influence the school sctre and Ge nate, and private of religious school ae alfected by other unique arabes in considering the socal structure of te schol a an oganteaton, oUF ‘open sutcin hodaries fallen the cool se csstoom (Pigre 1), Wh teint str ofthe sco foc we the a the sem shaped sd ened thr eration with te ene Sthniseannot ete ilependemty of thepuuncs they sete saber sare isc hay, 164) Ro tan when wednesday ae Yeah ie cof Bey wsing what is expected of schools by their environments and ow that i ‘rei nso gt We pate ot the ahaa a nga or an Sal purpose ono undertnd the whole educational ste, ‘SOCIAL SYSTEM OF THE SCHOOL. ‘soning othe factional app {Sineceubteme on partes th goals together hese pare ake up song whole (ge 32) Ine of these pats experiences problema oe break isn does not arty outs fants oxherInterdependent pare are alleced I prt depend om the athe for sot operon, forthe materiale ot ches i needs to aneton; and eve fori exence, Ae you read ptr wh which yo are fami 1 Ave enter tne shoal me ae dicted the of Here 2 member fhe sot ‘Saw see andthe pes of stbente—aflect the Felaonshige beeen post ie eseqcn sth pT oar ae he hg ‘reat th sede eons and eect ere baThe Sehel ao Organon 188 GOALS OF THE SCHOOL SYSTEM Formal goal sere several purpons for wcial stems They pronide guidlines or aches the sem and ects theatvbes of member: they imps wc ace lance of the sted purpone and of means wo achieve tem: and they legume the atte ofthe em Homer, ther so ays conser on wit goal Should reece highest priory or how they shut be sebieved Wines the om troverses ocr school circ: Some aul are concerned that schools are net puting enongh emphasis on ba ails and hat oo many “ile (art and muse Forexample) are inched inthe program: Other argue tat hdfen need expo: sure ron rod cure, Scheie aio under pressure from many connie hit’members to take on ever rester role, expec in socal service aes ah {Sclldcae provision and intervention in personal and fly probes Thus goals are conway cing “negated and reconetere pendent upon the tress ofthe power and thence te stn We nom cone Ie some goal expectations Wisco tha ne oi Societal and Community Got ach seit ascertain goa forks eacational teen that, dell ae pu ractce inthe sols ad clasrooms, In Romogencous sore det there “i competing gous, Functional theorist fl un these goa give dreton i helping it funeton smoothly and to support the socket that hey epresent ony ope segment of sac an tea dere se competing, vn ventactry gos ld by erg Wey Schoo tems re ten ii semtr of pla saugles for contol of resources and ew (Torres, 1904) ‘Over tine, goat chang. Te eal socologit Emile Durkheim spoke of ‘hs sca nga of the soo! claro tat ester the moa abi that cp uciets together (Durkheim, 16). Today educators debate goals for rca structure, oulcoace and eve at values and tore howl any he deri of goal and expectations in dhe United Stats exemplified tn dc lave hat hee ite consensus among dose who have vested interests in ade sotial scientist edueators paren and policans, to nme iin" ner of goals presents a dilemma for school dere Belden 9 sh: Bhan te plan ay ae “Ameen 2008 Nt aSurategy” (Americe 200, 1901). The Clinton administration's plan is elled "Goals 2000 Educate Ameri Act" (Gant 200, 19D4) calle For sytemaie alional reoem sce Box 2 for goal). ‘Other plans tor relorm alo receive national attention. Theodor Sze as lnuenced education reformers wih hi cil for teacher fo teach fewer subjects In greater dpi sent oe ative leaner: so give plas ony ater rustery of certain sets (Ser, 1988) oh Goods anche vay has simlated reform a teachers coleges ai well (Goodlad. 1084; Bernhard and alanine, 1990), “The expectations that individual communities have oftheir schools are likey to be fa mote specific than the general goals of sole). For instance ‘eto in ol al ows rural area uc sh esrb it len + Vosth (Hattingen, 173) are tel to area hard work, moral orension, and other Iajor American values (Wiliams. 1990) The dominant community members (Dasines leaders. poltctans) contol schoo! board elections snd seen out teacher eho might yt change tinge Urban sho, beens of the hetero ieneous population served, have les consensis on academic Roatan spend ‘ore energyon thes of discipline and contol. Suara choo ate hkly focus om tices achievement intern otis an stent handbooks Sting very general goals ate redefined and wperasonaizedconstany to moet ‘emma ed an expetaons Lach gas ave once ype fal presures rom community groups expecially where decision makin exe the hands of the local schoo! (nana 195, p47), Is precy because of the constant pressures for change tat goal sateen are Kept ona broad sd ‘ides acceptable level. Tht sie cathes between shoe and goverment Community fry, ad other groups. However, vague, general gal sstements so mea that school are Mlnerable wo nue sn pessre om many con hcg iter groupe. ‘Schoo! Goals [Abroad and generally accepted mode or mos school formal goa sate ments was developed ia 1918 by the National Edvestion Asocitoa's Commision on the Reorganization of Secondary Easton, Ic recommended ‘hat secondary education should ‘Develop in eich india he knee, Interests eas habits and pomers whereby he wl i his plce ade ak place to shape both himslfand soley tomard ever nubler ende= While dated, {hoe sttement reflect some basi American value, whic tally shoul be ‘flected in tcal schools good lurenship or Biting int cen and nia iy, or making one's own way by using aecepae means In rely, these goals 3 tot worn a some opin inesean oye pps Ba {rom ray, ase discussed in Chapters 3 and & nlite at ae ten dteree fom the operational procedarey, vehich ouine what to happen and what programs ar to be cata ot in ear ‘hoot These procedures ora on curricular content, cao aly a one ‘alona suctre to acon he satel ens isn tesa at se sl mt etal ats hin eects se pad The She aen Oren 8 Suerte within the gs tat ier fom an pers rinwanceseachers may seek to bier themaeles rom the comunity opr tect their professional autonomy, wile the school may profes opem-doot po {cj toward parents and community membere and at the tame ime put sp fproectne barerto alain the schools operstionl goss and contra ve he fen program. Two modes dominate te oganiationl contol of school igh desentscd schools in which teachers have workplace astonomy, ad {opedonntrenacracies in which teachers hve ite autonomy, Some asta th {ate bureaucratic dirices wil have more ropdown decison makings goal ving, bt da ndeates that sll pate schools ote have great cena eon- ‘ola well The degree of contol one gal stated or unstated and the auton ‘omy of teachers and achools depends on what acties ate considered I he ‘search andon diferencesin the degre of contol exerted by boards of ede ‘ion: principas and weachers in eillerent peso school (ets, 1998). snmuniy and school may have ifomtal wna Invidual Goats Member ofthe ganization holding ferent roles ae a eyo hae teren gone For nse, atminatos and eahers dese highaqay ef “atom bul they vo ave peranal motastons such asthe need fOr money, res ge and hnotledge Fr stadeny school woblatony they are reqied Mind, Tet geal ary depending om individ modvations, ranging dropping outa 10 atending college. Soden can be encouraged a ake a sl courer i they appear accesible (oot too diicui) and student see ‘evar (Kiger. 198,81). Parents goss sre sometimes in confit wih ‘STostpalit st wesc ‘SCHOOL FUNCTIONS: THE PURPOSES OF ‘THe SCHOOL. "he goaljust dacs reflect many of the funesons or purposes that eatin ‘ven sity and that help the society sire. Several ust (oso al “Ve netons apply to allechoal stems indutriaaed societies, an thes we often mde expla In goal staernens Diverse Functions Since sehoolsinelade many diverse functions rllecing competing is sspuin communi, teal Took at these functions of choo Wo “ine perspectives within the atem—shose of society, community. ani in nda der, For st important school functions are w socialite the young to carey st nee adil rales, Keep the yung oceuped day entry ito the jb mar. iNthetp perpetuate socegysocllze the young into parciar soca as "ure a elie develop kills needed to ive wacken-—reaing writing espunsy and ale lalate he yong vo oe Fle on peFor the community an fay he functions of schools chat are ween a imporian are to formalize tani experiences, especial it Tora leart lig tet peer mteractn, sete stalin experience: help meet fan lions for succes cldgen, give children more opsona inthe compete tmatketplaces and produce youn people who ml Be into the community Indinadal groups ot faite i community may aller on goals Because oF sorb cay teligiow fiation of minor Sats Forti adds shor prensa oppor et ogee wih peers and engage in apres and other setts, Suen ides toward and Reoperation wth adults help sora hem into having acceptable atte and Trtvre and they provide sls id owldge for them to fit into society's ompestine bureauctaces Aithogh these uncon: overlap it isa apparent that cols may aie betwee the ferent groupe over the importance of warious funclons ad me (Set carving ont ction he sco seg Unanticipsted Consequences of Functions ach of henson ed may hve ot pose ad nega utes the intended purpose nabs te ony realtor even the maln Fes the roves of econ, For siance schools bring age peers together in the ase om and for other choot related actinic Tht bringing together enables ‘Senditip groupe or cliques to detelop and the your suber to fours these reaps in tar tna praia tive te schoo, 38 we sal se {Ghapstr Delving young people's emery so te job market may serve the pr post of keeping meals employed while the Students recene more ec Tn, but it ay sso cae strain when vereducaed, unemployed young people ‘dovreach the job marke, Confiting Goals and Functions Controversies occur between community embers and the school over lssuessuh ar cunialun aid cho! srsctare Many fais dite to have eh (dren Team, but nat be exposed tose that contract he fates tales and {eiching For examples school personnel may comer sex educaton important for teenagers some fe jet tothe shoo’ taking oer tie edueasonal ta "The core ces rough by eligi grope mach a te Amish and Fond ‘mental Christians ate fre example of comuniyachool confit iat todo wi ery adolescent This the question undenving debate shou the vtes of mile school sructres vers junior high or other Org ons, Thee whol modl—‘ypiely grades, 7, and on Tan iw Ting ow and growing in poplar Ti period serves aa transition fom the hurting elementary school years heal saportant high schol years. esd ing the cay aolecen pri that wore students exit behaviors that bein (Stic of academic aus and dropping out of school (Ames and Miler, 124). Promising programe fo mile wool sbare several eats inva inareton, ean techs dtr progress, Neale enporay ie {lengrnpings lng lee ection ieee ear TheSeal re Ooniaton 186 resources, an staff development (Eptrin an Sans, 191). “They are organs inva hacen ania pia ie diet opmental nee nga betnec the ages of 10 an 18" (Geonge et 1992p. 38) "Tne Carneye Tas Force on Eaton o Yong Adolescent produced 2 eport Turan Pate Prporing Amicon Vouk forth 2st Cota recom Ineadatons sles the mamatehbeeecen the ntelecaal nd emetignal needs ‘1 To-t LSyenr-lds ad the oganaton and cule of idea for Sraance,shey mages bung on the preoccupation wih socal relations by Forming small work grossa having aad valle oa with inddual students (Carey Tank Force, 1080) The dtctor ofthe mld school pro- {Erie a Johns Htopkine University Gener for Research on Elementary and ie Schonts suggests transtion sex to gre gufance sd contol ing trom elementary to high schoo (Slacversd Epc, 190). Individual student face conflicts alo. Formal schooling emay broaden ‘opportunites and career options, batt may sho narrow redo to choose what ‘tokegn and how oct, Sadeneinay gun scr and 3 ene of belonging om peer groupe or yout sueulues” nih their wn special value ba at the rae {ine Use groups values may contract school actdemie programs and fay roa auch arschaevernen sufcess and conformity School goal nd functions ave cared ut within a formal structure, Ow eset etait nen ak the een Applying Sociology to Education What onic over goal fae ‘ns ate dominate! seh! bore meetings your tel shook? ‘THE SCHOOL AS AN ORGANIZATION Sly Jeph isa fitegrade teacher, popular among students ane parents cn ofthe vets se achieves eaing and math and Her bit eo relate Scns ph ie oy nang aw "etn: aw the nganies and presents her mueriaepinaiy het cst, ‘Sits the paratesof her plval space andthe bro gals une yee “Cit etc she fumes win lager onganaional ster tap “Sntsher wih nth opportunism oot Taina Situ the station thin which Me Jowph works a bareauerar. itive ponte ont the Intations of tie del for edacatonal nation ‘in wor in formal ureacracis sch eine crane a a hs al showin, Anether model sews edeatonal sytem a “hose rn $loianiaons We sal look brie at bod of these moses forewing ‘The School as a Burenueracy fw pn hans gst eeLot The Shel er a Ore ons of naiduas with histories and feelings and experiences lke ours. What that makes us bile athe idea a bureaucracy? Bureauerac ational, ell cet wa of completing aks and earings habed ther com ona, However, W can bo represent an feelficent, cumberame engaizson cresponaie ta buman needs me ou have peehape expericneed when our waited i linet acon snne tok uci as ogiating ying ors or reso ingen lense By dividing ovganzatons into formal and informal pats (discussed in Chaper 7), we ean Beer undervand the working bureaucracy and dhe way it rlatesto schools Aough we may complain, buresucray serves vil function in our society. A stem hated on nepodim and favorita rater than selection and promodon based on mer, fr example, mou be certain tose cries of unfarnes and dcriminaion, and would be apstunctlona or chy ‘Aone of caution ls ceuary in dieting school a bureaucracies, because schools are unigue oxganations As Chestopher Hurn indate, schools are datnctive becuse they are expeced o tran tae, deal shared Knowledge foster cognitive and emotional grow a mrt ad sleet wudnt nto diferent eatgoria college materia promising, bright, an 20 forth-onth consequences for fare ak status. Onganiatinsly school are nid into carom hey nto pero and stents nto groups by Rees or performance on examinations (Harm, 1092) Other huresucraces have di ferent purpowes and srt, Characteristics of Bureaucracy The bureaucratic frm of organization became prominent in Western Eacope ae ated Sate Ging se ida Revolution, pinay goat of high producti and eficency Max Weber whow Mess were dacssed rity in Chapter described he clements that make up a bureaverae organization (Weber 1947) Hl ypology of characterises wht elle an ideal type no Fel enantio song match dese characteris completely, but tvs a et of character ago wich o compare real onganzatons ‘Th tized points he follwing fre uatements art Weber's choracteiacy dase are flowed by an explanation of their elation to schools ace by David Go, : 1 Aninceningy in i ofa abet ean 3 Th dl cmon oo a of renewing am «Nacsa prnaetantip een ae ‘Let look at each of Weber's characternics more sey Division of Labor, Recruitment, and Promotion Police. Divison ofeach of ws has specific tabs onthe job and at home, We become mpeciatie. With uy schedule cen Is higher we each know the {ns for hich we are responable and become adept at caring these out One problem that can rsa rom high degree of spctalzton ls boredom “ier the aserbisine worker who face eight hours day angle movie ‘tows tak However, for a teacher, each student anv class dfere lenging, Thee constant updating of material nd techniques and ear ‘new knowledge. Ths relieves boredom, but the intensity ean alo eae inmous,a problem dixtaned in Chapter Hiring and fing hae on compete and sil. The long istaken om veacher job descipion of Tage school dst Dat of races Teacher shal ie hare of the divin of cae sive ‘With extemsveceriicaton regulations and testing, personne! polis ig imidees and procedures and equal opportunity regulations, school pe vet mat prety larly ing the pongone to be ile. Training iss Ictame importam for preparing india withthe sil ad anes esr sty tor the jo. Colleges of education are usually acredited by sates ons They are tequived to teach the needed jo shill “a he ruin accordance wit federal and state epltons gone ela ‘The colleges also serve as sereening points: chose who can Tin he ay snl abd by rules are lbely tobe pedo to schon yes with igh Promina salary band on mart. Salary cbs we itera fre ‘wn ae sly frm the saperintontent ssid spe he ‘esc are. The i cle er he eo aierarcieal Sytem of Astor. Vi nee vc al ‘oF leaning to kine wo hse sid wh eng ene The eee a suthong in any hretucray ean be aagranned: and mont cho He todel showin Figure 5-3. The hierarhy has implications for commansaog ‘hannels in schools: Depending onthe posiin inthe hicrrcly, wpe receive and gine ost varying numbers and per of mesages, le yo co lege classrooms: There 8 a variety of caching shes hat sie and roy Non. One pial pattern ia downward flow ot communiccis aa ie to stent, Some doctors have sguested that ong he one od encouraging more interaction woul lesen the alienation crested hts nae lnareaucray: More teachers would come ‘Talia inthe learn orecke Insea of “Wireton® or one-way commanscators Pat ofthe individual’ responsibiiesin the hierarchy woe reprocl 'elatonshis that relating to others inthe engntzatn. This kate ‘he use of names: Teachers eal er pers sn aden by fm ames baa evetsefeldom wu. The herarthichdierencenare akhonledgea ete toe ‘nal ie The formal organization hleratcy chart lone cannot prea ay Fate picture of where ao an power lea um they mt ee Bn ea sve 4 pleure ofsructure and formal relations ‘ules, Regulations, and Procedures. Schl eginst 8:40 st Late se ddenus must repre othe office for ay ap, At 850 aa. aalets ee las peti 1! This the routine sep by ves, ination ie ae ules covering most forms of elaiorn the schoo, inelting dese resco bchavior,eaetria tine, veces, afterschool attwhien but Reha ae on and on Tach india i scien the tem these rules are formaled na orientation program for new siden seen In awudent or teaches banook Mant ofthe pecans howe Sea {1 informally hrough absent, diacaxson, ssi, by thane nee ‘unctonsif rites revised, Past of our nae abou entering ne usta the fear of violating the rules. making fous pass al being singled aoe fot ridicule, Most of us wish to aoid such embrcmen so me do oa wat onfor el Kautman, in her smuing but scbering actonn of chancery Sermo Farmall nextel ro reatnshipn Tose nas tg, mnt ales hat the apt sapponed ob tose nwt owing example will snd famfiar, The schoo! ghing stated «sna All the chile lt sn ons inthe autour ry a intnded a teat ok and oho “Begins Sep." Now eum the pes ne one Whoa and Pas itt he ght ‘aceon to the rule may ete problems fr bireasracie cen i aa nah ain cyanea cps eine ye the onganiatonal routine Ian nda eed ferent nat te changes of preferenal testnent peice or dsriminaton Forma impersonal treatment pervades many pets of our shoo! ptt, but re inatan elaons are ied ora relone are constant beng challenged stclaeimin Chapter 7: Human ing donot nse bones 80X51 Program for Today's Homeroom Pad (hick Of Each tam Boe Laavng Burg Toca ict per cad (low rom mater program Seu pi a a Kaa © ty Bl Ronan, nh bia inset saKatonaliy af the Total Organization. the vende Shoals has grown, 3 have formaleaion, speciale However there ae atersptsin many dia deere’ onions Belong othe Organization. ‘The resent diner ws rome with ellwishers she hasbeen a poplar cache, welliked by coeagies nd ste denis She wll leave, but the ponton wl be rele, Newt fall sew, younger ‘eacher will come, ringing new personality and diferent tems tothe ol “One thing clear The ob desripnon belongs to the organisation car ‘evwihthe ight an eons ofthe pono, Each hed Als role will do so In ute way, Inept his. o her ew Porson ad experience into the job. We knew that hes Jones has teptaton fr Bete Song discphinain, Me Smith for being pod at teaching mal coneepe ea sofort, Yet each holds pono wih the same job description The holder of the poston has authori of legitimacy over others oly ‘rea relate tothe job. Autos sone type ol fame hat ges the oll {he fig o make deions and exert niece and contol peed areas School systems, legitimay grated on the bass expertise at pots ie hierarchy. Should a teacher vernep the power vested Inthe pono the teachers ogitimacy could be challenged. Fo'inanceyourtearhicko prt ‘nor requie you to ga good night se eat n gourd break ot ees eed ‘certain umber of hours ost school working on sciotrelatedsesees ‘When a cher redies, tess or fined the replacement anes The same responsibities and alleglance en ote new pot lds Reso Feasons fr alegance may vanyrespeet for stony efor the person's exper tse, oF Knowledge that the person holds power in the frtn ot fol ecu, imi respon for gi ras Hh he poston remains he Se ferdo inthe nae he shan do tose ower he ey. ‘How much eedom they have depends thes neeiproca ena the sey In which sey are working. as ace in Chapter * Part of learning our role in an organo invobes understanding the reciprocal roles: Symbolic Interaction theory explains the process at ico ‘Sandy taking place In our adjustment to stuns as abing the role of the ‘ther This helps us learn our op oes thelr haations nd antepate he Iino he reciprocal vokeolders 9 that we ca understand ad mt tele expectations: This proce ie dicused further in Chapter Development of Schools as Bureaueracies {In the nineteenth century schools were sated throughout the country, their se depended on location, bus most were stall compte with tla Innere nd conssiate rural choot . ‘nore oe, orgunaton aid cil Sopening othr ee ot "he movement to mas secondary schooling forced change in cary high “lusts to more modern mod The main changes included the urate aa “st pub education and the move fom the snrate structures tlle ‘eschoolsto sng, centrale structures and administration in wh eae atte power (abarce, 1988) ‘Since the tm ofthe centay, schools have become larger and creasingly mueerte exhibiting many characterises hse wo those presented in Webets eal pe" bureaucracy. Arsultof the changing aie of school populations oa mei to urban ceca hasbeen th centaaton and burencatein ot Tn the peso from 1038 to the 1980, these smal informal stems mee ‘uansormed nto lage professonaly un bureaucratic nganiatons: In 840 ‘hte were sterage 3437 school dart pet ate compared with Sin 198, wig enormous consligtion In I940 there mere Nall school pr Hae ‘shea n 1980 the average was 1730, The average dit in 1940 al 21a ints, compared with 2000 In LOM) Inthe flay contol of schools wa ‘tong al ew dst could afford superintendents Thee moves tomar so “ation of scoot discs resulted input fom moderiing wate hese "es that pushed for change ad inereasng numbers of stidenta Nowe the “olinents in public and prkate elementary and secondary shea fons HD ‘308 igure) Today there more than one administrator for every ten tears an in sine diss less than Half ofthe employees ate teachers The main el ny adinisetors to respond o higher adiinsrae eel inthe seo etal goverment Invrecent yeas a number of researchers have pointed ou both acai snd personal vale in mal choot: hey tend tbe hore peveonal and ses ‘ve ore imoted in atites A small Dut consent relasonship ein bet Siteand disorder as well sal cools are mer. have greater communication ‘nl performance feedback, and have more india iolved in decison mh ing Cotreduon, 180) Problems In Educational Bureaueracies Any time we atempr to pt people into neat categories to maximize ele ey na organization, there ml beste nh do ot fina the egos ‘Ture protlem inti very actu atsuseanerae ny ease col ‘aperence dices, Consider he fallowing yes of protien 1. Huge eqetimnt mae tt score ha n-th node fens ty hind prc tn nr for teranpn [x | “ (SoRERBD ~~ oT ooooee een cnn Geo) Po Eva Si 08 tes nh ‘ia he daaantge, cans cen the cual and eppor oe io Tecome ypc show sing peocme ‘ong tee eet pee tc hatin spider an es For students who conform to bureaucratic expectations Me in sh most probaly rewarding Homer, for many tent school bureaucracy Bre ‘Senta bewildering and alienating mare through whic chey mus sue ‘ur nogatve feeling tard bureaucracy come sto pl 38 he sen ets lang and we are cag up inthe rues and ejutons and rated ab numbers Telg processed The follwing extract font HU Fagen Stet descr The ‘moran He personal te other an Unig commuricaion and coordination of fancies!) the cna oe hernias nent they deco away Selchaheri. ar the ates poe ager, fh, p27) The larger the stem and the nore entrenched the bueauracy, the more fo Eangey luted the description of New York Ot ‘choo yatm, A teacher fing 0 or more sadcnes each period, x pesos “i, uke to recognize am intl sundents pee and take ine ad “cig to del witht And eae naa tadent tay retreat farther ad thr Sno he faccese mae tthe high schoo, ere 5,000 bodes are proceed "ough the ssten Varun solos to the impersonal reaucray Rave Bes fpopeurd:deventazatin of decison making! curiclar changes, peronsie A tsruton: and having stdents more nvohes a community setnge ‘Schools ‘Loosely Coupled” Organizations Onganizations in which activites and decisions made 3 one level are not veces rlleced tothe levels have Been calle Josey couple oni Ue Th decipiioncharacerzes any seb! deere Par ee pres ‘inns fom the aonomy and phys separation of Fev of terareby i ‘Sttonal iene Teachers such a ally oxeph in our opening example sre ‘ally ote aa protesnaly autononous In clatroome (Gamers ad Treen. 1089). Many teachers who dasive autonomy support this sa vol administrators may le fiat teacher atonony by grating these Tol one organieaton ofthe casera: Viewing schoo tore exe ne closer ty he realy faced by teachers than tng to une ee telson oer dc aig mo on tne press (Lett, 186) nervention in clasroor teaching is often ial impose: thereto sivione ae st ainatrave levels ve acres tent sominclasroom ic remened rom the sh formal Mer hic male, Recentrewary sgest hat any adnate ‘irom toctonal most Te en fo a hel ut heatHowever, schoole are mote ght controlled in some districts, Where saminturasons control dhe ast ade of resources, sich as funds fr stkcerit units ofthe etuconal stem may be mote dependent on cach ‘incr How eight loosely couple the sso nao vais by grate and sabe {eet tianer (Camoran and Drochany 1980), and by presure rom communis foc account of eho mera teachers ‘Gu caample of lous coupled educational system ean be seen in age smetropultn ds wth mui layers of adminisiration, In conta, pate ‘holm the Unie See ch earn and Casco tore fainly coupled with amintanons that ae tes complex the rex ofthe Hater tn cts mre cura coerence (Scot av Neyer, 18). Teachers Ive more sense of conuel er cauroom practice wih the curriculum gue Hines im Catholic schools nich Teade to higher levels of satsacton tL Desrck nid Sith, 191) Applying Sociology te Education In what nas sa bureaucratic seeeional nrslel weft schod Tn wat ways cane be abe fncoonal? CENTRALIZED VERSUS DECENTRALIZED DECISION MAKING: THE FIGHT OVER CONTROL OF SCHOOLS In every stem there are centers of power mbere decision making kes place {REDLT em fhe cho te bce of owes haben conten me the eats Rey quesione are wheter poner Anould be concentrated in one cen 1 Mack orb arbuted among pare oye, who should make decsons onEkt tnd ath level. Montodels break dou decison making into 90 types cenazed and decentesvedingero, 194, . 150 centralization of Decision Making “The degre to which decision making s centralized varies with the ste of he ssc he degree ot homogeneity fee people nvohed in the stem, and {hei gal for he sem Diet degree of eenralization can be found at the Maia tater eal level. Cevtailycomol ofthe pure rings is one hey Usenet othe sot power (eer, Sng 86 For sane, the fated government hat garnered Incested contol it educalon in recent Jeconty determining wes of atonal concer sd allocating funds for ed vo en eer funds are provide fr new programs, new administrators are deed to ike on progtam responsiblites, Phe iereases local educational Dureaucracy and aduninatve expenditures, Dut without imegration of the 2SauStarhe unit his phenowesion a inereaed emirate sre witout migration hes been eae agmented cenvalivation.” Funds were allocated for aeclerated wince an math pregrae the “Sputnik Foul the Ms Shen the US yanernonent wancescered itt he frer Sexe Un ws SecA te the spre ean Mone eset tw we fe {he Soha ao Ogeition pase equiring that al abled chideen have acess o education. However, ena power and decison making in euaton ae ot necessary repre ‘Stave ofthe nest and concer ofthe local comunity Poverfl counsies and organisations inuence policies and programs of less developed countries. For iatance, the World Bank makes monctaty poh), bbuitalio “helps guide and erente nwlsges whch leads ote production of nowedge. For inane, foreign esance san impact on Africa eeaona ‘sem; education is eel for developmental many Afican educational ‘Suems are in disray. Therefore, dependence on fund rom foreign sources it Atecesary. The price often lack of local imagination and Inti i hw tres edaatea county selizens. “Tosa art Becomes set lye externally setinet rules speclving acceptable courses of acon, research dnorient and lmprione” Samo, 188 p22), Slat iniaes in educational reform ate now ming tothe foreground, spurred on iy federal and pate foundation comnmiaion reports lamenting the dion of education. State hoard and comsone of ehsato ae eeu ‘mending new palin st an unprecedented rat: togher graduation stan textbook and Kiril revions, longer schooldays, parson school, Naty of hae no at ate ge ned he er cone ofthe nr ional proces taught, how. and by hom reducing the utonony sa ‘cision making of local board, siniarstors, and teachers However, sate ‘epresentatives argue tat unt the loal unite sind roles erpeniesns take leadership someone cue ma. Elected or sppotnied boards of een line theulmate decsemenaking power—on pape ln eli aethoo! e's ive become lager snd more centalzed—ad stn nue have Become cm Ves reiting tained expentachool boards have teed to lene ates ecaional policy to the school adwinserators, giving them rubbers "preva. They hae retained for themselves the role of mettors Det the “Shoots andthe community. In thi way. profesional educators have pued ‘ne atonomy oer pole ae. Another contendet i due Control of education” contest i private ganic Sich as foundations and sndtries which re becoming meres en edo pace ad pol hoo bse ay re series, negotiating withthe company that can prove the me least This occurs mon often in nonsauctonal arcs sh a foe. pnt squeal moving int inurl sen ta ecient, "deparate fora remedy or high dropout rate low ts tring bing the ar etston et oma ie hans st to puta private company ful in charge of ts public stl x "ilar Firsc™ 1994). Another example that of prvaecompany seating ra at poi ae rein eee of ten, sme aan ware proidingKinanclal support for escher ring wa spel “ld, Privatization could eve the schol boar more cet eal wit "eatin ies bu ita ies other orginalThe Sha ar an Oraeiation (Qveaer, Crichlow, Kern, and Martsewie, 192). volvement i possible when ‘Gases are small eapectatons are high and dcplie arb i, al where flagrooms are sracture for conperaivelesraing to meet mote student needs than rig srweared shows (betes 1904, p10) ban schools is harder to get pares involved. Large sco dats such ax New York Cie have had Inajordptes ener stil ot lc school, with eaacerned lea zens want ing contol over sa ising and fing, bulding maintenanee, coostuclon plane ad eure, Decentralization Decentraaation tan ambiguous word. Some view decentralization simply ss an abninsatve devices shin aniniration fo he atonal the Sate orciy gonernmenty or ro ental ey ainntative ies to he fora “Shon Ours nae that decenustizstion plane should ery a desig for ‘eanngfl shite power from central agence to local communis, not merely adninstradvedjstnents ad hat Pans should go beyond euaon {ovothe crcl areas sh ay heath: Advaces of eal conte mata that ‘iy suc plans ca tomper the cena bureauerale monopoly an power and ‘Sclston muking Stuies of chooks hat have resuuctured show seen in ‘Cheagement with thir aaemics andi achiever is especialy tue in Sule high cool Communal orn go Beyond decision making wo esting Toca needs binges, promoninginterdcpinary work, belngFesponsine ‘Nolen lems an sbites, ad prong mined ay casas and cooperative Kearing, Local choot can targets few hey efforts and mabe dfevence (Lee sind So 1) ecentalaation has different meanings for different people. Often refereed wou ste-based management and popular n dicusions of educational Feform the ales haves shifting the instar in ple education trom scoot Tardy superintendent and cena adnate fest india schools. The idea tn gee local schools more responsibly for school operations {Hannnvoy, 198). In Chicago, for nstance, parent made a grasroots push fr Stetied Management that sealed inthe Schoo! Reform Ae Tira sty of major urban and sbrba choo stems researches ew five conclusions sot stebased manageent 3: Stomach This involves a growing trend to grant increased decisionmaking power 1 the Cea ihe educa tem (patented sadent) and wo ts agers (earhers find headmaster)" Clnformation and Deesion Making." 1984, p. 1). Philadeiphin with help ttm several agencies, handel a schol inate to ge focal too ses greater autonomy to coordinate cuticulum and instruction toss diptines ad grade Teachers working together was the Key to evap ing school! organizational sutures and ongoing succes of decentralized dee fis making Phe conchaions from this largely sicessfal experiment indeste tharetructaring iiates should be teacherdrven at lal sts wi external tHhaage agents sod funding af necessary components in the intial phases {teen 1904), Ching teacher desionrnshing power makers difeence (Caches! peeteptions of their day ives and qual of her teaching. Ober ‘Snuntries uch Rua are ao experimenting with decenrazavon of edu Seal and ping acer more sonny (Pppcon Csn d lin, 4p 323) "iit te power struggles continue, some parents ate expressing their com ‘em alout the direction ofthe shoe by withdrawing their children altogether i placing them in private schosls, Some propoals fr ternaive ucres of sdtuaton hae beengealeed in New York nd ckewhere i the fora of ler ‘heand re schools Parent and stadent input ito decison making built the avuetue of these seole Cats sch San ih (197, p. St National {Centr for Education Sats, 103, p60) have recommended total reste ‘ring odes fore kao tc, nord to change he Inca of power sare seen Chapter Uy which ‘ined wiheducatonalaernatves and movements) ‘One thing clear. The estes tht fe ToeweoFconto fees ae il ht IheisttcafseHooleontrl concerns more than ja the eontol of eden; nino groupe reflects inuen of contol over Iie chances Applying Sociology to Education Considering local needs seotal nceds tater and stent totale and tier relevant fae See cern erm deena he at orgie PROFESSIONALS IN THE EDUCATIONAL SYSTEM noesionals ate characterized y several factor: specie competes a ‘an tellectal component tong commitment to cares hase on pe ‘Mpetence, monopoly over serie fered because of special compete ence and vesponsbiiy in the we ofthat special competence: and wie ‘anon to cea Certain occupations sich law and medicine al eas he category of professions. Tecause uf proeasonalt commitment to ther fellow pesos inthe wvca nt expertise and hie profesional organization conti! aah Veen hc prcples energy burenucrdie al the gene ole hint nant ste ave alte a Yo vetThe school nstem presente a nique station. Teachers—who make up dhe inajority of salt membere—are “marginal pressonal” or what hs heen fefered to a semiprofewionals” They share thie notquie profesional sats wih nares, social workers and Ubravians atnong others These miprofesons Five some commen characteristics They mele nurturing helping and me poring Theyalo havea preponderance of females, For nasi, 186169 poe Eentof publ elementary and scondatyschaokeachersin the United Stas wore female in 1971, prcenu and in 1961 and 1989, 67 pereent National Comer for Edvcntion Stasis 1993) though more males ste entering teaching cach ear, many are sinimed off for aminsrauon and move into potions owe, Fen at secondary schoo! levels teaching fa Been characte a "Yetinine role” though there more of balance Benecen male and female teachers Seong arguments have Been made that only predominant male sepa ‘ions receive profesional sue and that presomnay fete occupations have Ele i dose became of mate political and economic ete hat hepe jo ae {rand pay of eacher and oer semiprofesonals down and leaves hem le stonomy within the bureaucratic ster, Teachers have made claims for profesional ato in der to gun higher prestige an pat but they have not yet developed the "weather subarea "vagroup) to lin fl profesional tat Ths diicuy em from vera fa lovsclted to he natute of teaching. Fit, teaching wae not considered to be “gular” employment sn this country onl the mitninetcenth century acted serous seapatonal wat th the advent of free, puble education, fd te founding, i 1853, ofthe profesional organization, the National Teacher Actin ote Nala san can). Ham ache ‘rrarerllemplonedt by bureneraces, der the direction of principals super Interdents an boards of education this they bave generally not contested nthe, coes om the bureaucracy rather than te pofeasonal ona ‘Aothe ficior making profesional tate unclear ithe question of men bership: Professions have cet qualifeations and boundaries for membership ‘heeds membership in the tacking oceupaton iy much ies clea eted Profesions have high prestige sh occupational rankings However teaching Senor atthe top In dats eumparng 0 coutres wth the United Sues on ea ational prewige rahings, high school teacher athe ad 61 ont of 80, Fespecinely (Hremain, 1977} The General Socal Survey Camalative Fle ind ‘cates that secupationalranklngs in feneal have changed ite since the 10 ‘shen data Began ote collected (Das and Sith, 1084). Neverthe teaching Frail one ofthe highescpreuigeeccupations realy aval to women "While mea preston o Seetorserie’| most prolesons operate on “ee frserice™ ban techs receive syn ening for ecient aha expe prepare ‘enas oe life afterschool. A further dsintion that profesional have expert taining and 3 command of knowlege not general ponteacd ya porns and the ae scrutinized hy collegues wheres fears tf se nowledge (ough their sills are speciale sare cried ene Deena a io pha hehe ao The Staal Ogsiton In bureaicratc settings, teachers mist contend with close supervision, ‘empl on res and venient of Gecion making. These actors of san “Eetzaton and cequzsion ar lenangt hone who want te considered td teae ts profesional, Fe dese for profesional tus ad the ust ‘Wont uying to gain recognition. prestige, atonomy, an higher salaries in the Vester etng bale wo efor movement taney and unionization oF teachers which wi be disused Chapter 6 summary tn thischapter we have diseased the school wan organization focusing on Fo italapect of the imental functioning of schools ia our ems model, the inunation represen the ata scol or stem being considered. For ana Intl purpose te foes hee won te inteal rganieton more than onthe wera af he lnganzaon nh He envivnment. ewer, when discs Skint ceneatzed versus decentrated devon making the tfluence of the ronment cannot oe gored The flloning ouline supimarizes major opis ered 1. Social System of the Schoo! The elation ofthe organization tothe stems model wat diseased via strata componensof the netem auch as lasstooms and postin Yeigants thin the eool 1, Goals ofthe Schoo! System Stool goss serve mukiple purposes i helping define the mse’ civ vies Clear no the prt of nated edcaional stems but reflec the on ‘Shs the larger city, the comment, partcpants inthe sehook snd vulva, 1M. Schoo! Functions: The Purpose ofthe Schoo! Sacieies have several sanifestfrctions fr shoo that relate to pe 1 afsociey Commies fine these faneons to repesent tei pari "i Becanté there ave sometimes verse eds within community 4 \freement om gots ay bela torch an ect may euph Gaeas SAR latent hinetions functions tat are nt stated, 1. The Schoo! a8 an Organization two models of school organization are cased: bureaveray cope, Characters of bureaucracy ae outlined by Max Weher weveMt The She ar on Ogeiton ‘Problems in using a bureaucratic modelin education settings mere oulined nd {he relaionship between growth and bureaucracy wis dicted. Lowey ote pled organizations ele athe and decisions tht are made at metre hot necessarily earted at other levels Because teachers have autonomy. his model may come cle w tng enany school \, Contralized Versus Decentralized Decilon Making: The Fight ever Control of Schools ith the growth of schools has come more centlaed decision mabing However, challenges fom local residents of huge bureauerate ater hare forced school fits to heed demand for greater loel representation. One ‘movement for decenalation fse-tbased management. Another i “choke dacuned in Chapter 3 VL Professionals Inthe Educational System Profeaonals present unique challenges fr organizations The semiproter sonal wat of teaching, malefemalecontponton ofthe oceupation aed ce Alcs beeen teachers rd dhe bureaueratic organization were dice, PUTTING SOCIOLOGY To WORK ‘Soper cerca rao ecm paens ‘mini wih Nowe the norms als, beanoe pat, commun Pat ante i i itp ‘material ths chapter (Fr example, what were your peti inthe ctr?) Iigh'choots nw Wha ete our goiter ole whem igh aehaol Hie they For cach of us here ea degree of dicontnuiy in the satus we old. We have high satus in ove socal seting-—paren, oldest bling sipensaor over other wskee president of clab-and low satis in her soc seungy—paent. “int leguvonsherotempote 3 he eighborioad yn THE MEANING OF ROLES ryt recall your experience a a sden in elementary and high schoo. No sid your satan yle change tou progressed through the tem, but Iie Claro sso your sats as higher than in thers. Perhaps o ‘ton the English composition ompetion tat were lle i math: yu ta Ine heen the fase fwnner on the playground bt could mot spell whee ‘Status and Roles in the System hisetion on stats nd role srr ine ongnizaion a contin {our dincuson ofthe internal onganiatonal sractare of the eda {Figure 61), Every onganiaton fe made up ofan interrelated set of sate Jone tha ments ofthe ern eceupy They are needed to ear nt ies ‘tet the god the sate Ipc each psinon fe of response pact he ple! dat dhe iid olding the postion i expe my om these acs ake ape oe Sometime the specifi regents tin are writen ot hee epresent de weal ost pio, Soins runs ae onl roughly defined slowing considerable room to determine {mn tle behavior Ofte, there va reat deal of Ret ole pe sath ae sp he racy i ney ‘tat thee mn expen ae pons tae pot, Ppa i Fhe pss he te ae