In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that…

Public school superintendents consider situational and organizational variables when determining whether to involve others in decision-making processes. A sample of 240 superintendents from Washington, Oregon, and Idaho were sent the Situational Administrative Decision-Making Inventory. The sample was evenly divided geographically and by district…

In this paper, the principal of a high school in Eugene, Oregon, describes the impact of the adoption of collaborative decisionmaking procedures in his school. The collaborative decisionmaking experiment began in 1970 with an organization development (OD) intervention intended to train the school faculty in communication skills, group processes,…

Presented in condensed form, this document represents the general and concurrent session presentations offered to 191 participants attending the 1975 Tenth Annual Small Schools Summer Institute held in Oregon. Identified as major speakers and resource people in attendance at the Institute are: representatives from nationally validated Title III…

Preliminary findings of a study that matched the theoretical concept of facilitative power with the activities of principals and teachers involved in site-based management are presented in this paper. Purposes of the study included: (1) the development of more precise definitions of the concepts of restructuring and site-based management; (2) a…

Evaluation strategies used in a 1979 assessment study of information services in Oregon are described. The study was designed to assist staff and members of the Oregon Educational Coordinating Commission with a policy decision. A multi-form, multi-method and multiple audience assessment strategy was used in an effort to account for both the…

A study examined teacher stereotypes as a factor in teacher resistance to change in schools. Based on a poststructuralist perspective, the study views teachers as both objects and subjects of reform and argues that research informs practice in ways that often result in socially constructed stereotypes. Methodology included a literature review, 129…