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EDAD 5331-Powers
| Question | Answer |
|---|---|
| Need hierarchy | His theory posits a a basic innate or inborn set of human NEEDs arranged in a HIERARCHical order. |
| motivators | Hence, motivation-hygiene theory postulates that the gratification of certain needs, called___, increases satisfaction, but when the MOTIVATORS are not gratified, only minimal dissatisfaction results. |
| achievement motivation theory | David C. McClelland's ____is commonly called need ACHIEVEMENT or n-ACHIEVEMENT theory. |
| goal intensity | ___is the EFFORT required to form the GOAL, the IMPORTANCE a person assigns the GOAL, and the COMMITMENT to the GOAL. |
| goal setting theory | Actually,___did not begin as a THEORY, but was one of those cases in which an interesting research triggered the search for an explanation, and hence the significance of GOAL-SETTING THEORY. |
| beliefs | _____are general understandings or generalizations about the world; they are what individuals HOLD TO BE TRUE. |
| dimensions of causality | Weiner-argues that most of the causes to which individuals attribute their successes and failures can be characterized in terms of three____ _____ ____- locus, stability, and responsibility. |
| incremental view of ability | An_____, on the other hand, assumes that ability is unstable and controllable - an expanding reservoir of knowledge and skills. |
| expectancy theory | ___rests on two fundamental premises. |
| instrumentality | ____is the Perceived Probability that good Performance will be NOTEiced and rewarded. |
| self-efficacy | ____is a person's judgment about his or her capability to organize and execute a course of action that is required to attain a certain level of performance. |
| motivation | ____is generally defined as an internal state that stimulates,directs,and maintains behavior. |
| intrinsic motivation | MOTIVATION that comes from factors such as INTerest and curiosity is called ____ |
| organizational culture | Our general definition of______is a system of shared orientations that hold the unit together and give it a distinctive identity. |
| Tacit assumptions | _____are abstract premises about the nature of human relationships, human nature, Truth, reality, and environment. |
| Myths | _____are stories that communicate an unquestioned belief that cannot be demonstrated by the facts. |
| Icons | ____ are physical artifacts that are used to communicate culture (logos, mottoes and trophies). |
| Mythmakers | _____are storytellers who are so effective in informal communication that they create organizational myths. |
| faculty trust | Thus,________is the teachers' willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open. |
| humanistic culture | The model for the ______is the school conceived of as an educational community in which students learn through cooperative interaction and experience. |
| school climate | More specifically,_____is a relatively enduring quality of the SCHOOL environment that is experienced by participants, affects their behavior, and is based on their collective perceptions of behavior in SCHOOLs. |
| organizational health | Another frame for viewing the climate of the school is its____ |
| healthy school | The_____is protected from unreasonable community and parental pressures. |
| growth-centered strategy | A______simply involves the acceptance of a set of ASSumptions about the development of school personnel and the use of these ASSumptions as the basis for administrative decision-making. |
| power | The classic definition of is the ability to get others to do what you want them to do, or as Weber defines it, "the probability that one actor within a social relationship will be in a position to carry out his own WILL despite resistance." |
| charismatic authority | ______rests on devotion to an extraordinary individual who is leader by virtue of personal trust or exemplaryy qualities. |
| legal authority | _______is based on enacted laws that can be changed by formally correct procedures. |
| formal authority | _______is VESTed in the organization and is legally established in positions, rules, and regulations. |
| imformal authority | _______is still another source of legitimate control stemming from the personal behavior and attributes of individuals. |
| coercive power | _______is an administrator's ability to influence subordinates by punishing them for undesirable behavior. |
| referent power | _______is an administrator's ability to influence behavior based on subordinates; liking the identification with the administrator. |
| empowerment | _____is the process by which administrators share power and help others use it in constructive ways to make decisions affecting themselves and their work. |
| system of ideology | The______is the informal agreements among teachers about the school and its relationships to other groups. |
| system of politics | The______is the network of organizational POLITICS, which lacks the legitimacy of the other three SYSTEMs of power. |
| Politics | ______is "individual or group behavior that is informal, ostensibly parochial, typically divisive, and above all, in the technical sense, illegitimate - sanctioned neither by formal authority, accepted ideology, nor -certified expertise". |
| dominated external coalition | A________is composed of one sole, powerful influencer or a set of external influencers acting in concert. |
| passive external coalition | A_______is reached when the number of outside groups of external influencers continues to increase to the point where the power of each is diffuse and limited. |
| bureaucratic internal coalition | In a________, power is also concentrated in the formal system of authority, but here its focus is on bureaucratic controls- rules, regulations, and procedures. |
| professional internal coalition | In a__________, the system of expertise dominates the organization. |
| ingratiating | _______is a tactic used to gain the goodwill of another through doing favors, being attentive, and giving favors. |
| Declaritive knowledge | ______is "knowledge that can be declared, usually in words, through lectures, books, writing, verbal exchange, Braille, sign language, mathematical notation, and so on. |
| Sensory memory | ________ _______is a holding system that maintains stimuli briefly so that perceptual analysis can occur. |
| Long-term memory | _______stores huge amounts of information for long periods of time. Information may be coded verbally or visually or both. |
| chunking | A strategy of_____can be used to overcome the limited capacity of working memory. |
| First-wave constructivism | Some educational and developmental psychologists have referred to Piaget's kind of constructivism as "______" or "solo" constructivism, with its emphasis on individual meaning-making. |
| Situated learning | ____ ____emphasizes that the real world is not like studying in school. |
| Division of labor and specialization | According to Weber, ____ and_____mean "the regular activities required for the purposes of bureaucratically governed structure are distributed in a fixed way as official duties. |
| Rules and regulations | Weber asserts that every bureaucracy has a system of ______ ___, a consistent system of abstract rules which have normally been intetionally established. |
| Ideal type | Although Weber's conception of bureaucracy is an ____ that may or may not be found in the real world, it does highlight or emphasize basic tendencies of actual organizations. |
| Representative rules | On the other hand,_____ are initiated and supported by both workers and administrators. |
| Authoritarian structure | An __________ emphasizes bureaucratic authority at the expense of professional consideration. |
| Chaotic structure | Finally, a ________has a low degree of bureaucratization and professionalization; therefore confusion and conflict typify day-to-day operations. |
| Hindering school structure | In contrast, a ______is a hierarchy that impedes and a system of rules d regulations that is coercive. |
| Mutual adjustment | _________ is coordination through the simple process of informal communication. |
| Standardization of skills | _____ is a coordination mechanism that provides indirect control of work. |
| technostructure | The _______is the administrative component charged with the responsibility of planning. |
| Machine bureaucracy | An organization that is fine-tuned and standardized to run as an integrated, regulated machine is called a _______ |
| Simple bureaucracy | The ______ has the basic characteristics of both a simple structure and a machine bureaucracy: it is highly centralized and highly bureaucratic, but it has a relatively flat administrative structure . |
| Loose coupling perspective | Analyses such as these are of the ______and are useful additions to standard bureaucratic theory. |
| Logic of confidence | They claim that educators typically "decouple" their organizational structure from instructional activities and outcomes and RESORT to a ____ _ _____. |
| Information management | _____is a tactic individuals use to control others or build their own status. |
| Coalition building | ______is the process of individuals banding together to achieve common goals. |
| Increasing indispensability | ____is a tactic by which individuals or units make themselves necessary to the organization. |
| Power-building games | _____are used by participants to build a power base. |
| Change games | _____are designed to alter the organization or its practices. |
| Conflict-management styles | Kenneth Thomas provides a useful typology for examining five_____ |
| Information perspective | In the ____, the external environment is a source of information that decision makers use in maintaining or changing the internal structures and processes of their organizations. |
| Resource-dependence perspective | In contrast to the information perspective, the views the environment as a place to gain scarce resources for the task and technical processes of the organization. |
| dependence | _____is defined both by the extent of need for a research and its availability in the environment. |
| buffering | uses structures and processes to insulate or surround internal activities and absorb environmental disturbances. |
| Boundary spanning | ____creates internal roles to cross organizational boundaries and to link schools with elements in the external environment. |
| Institutional perspective | Moreover, the____has become a leading approach to understanding organizations and their environments. |
| Rationalized myths | ______, then, are rules specifying procedures to accomplish an outcome on the basis of beliefs that are assumed to be true or are taken for granted. |
| Imitative conformity | ____results from adopting standard responses from other sources to reduce uncertainty. |
| decoupling | _____is intentionally neglecting to provide adequate control of work processes. |
| Competitive market | ____means that people choose the school and type of education that they think best meet their educational needs. |
| Classical market | The_____is an ideal (a normative model), rather than a description of how most decision makers function. |
| Administrative model | Herbert Simon was the first to introduce the _______of decision making to provide a more accurate description of the way administrators both do and should make organizational decisions. |
| satisficing | The basic approach is_____- that is, finding a satisfactory solution rather than the best one. |
| Generic decisions | ______arise from established principles, policies, or rules. |
| Unique decisions | _______, however, are probably creative decisions that require going beyond established procedures for a solution; in fact, they may require a modification of the organizational structure. |
| Problemistic search | The SEARCH for alternatives to solve a particular organizational PROBLEM is called____ |
| availability heuristic | is the tendency for decision makers to base their judgments on information already available to them |
| A hypothesis | CONJECTURAL |
| standardization | breaking tasks into components |
| Span of control | number of workers supervised directly |
| Goals | desired end (zones) |
| Formalization | codification |
| The naturalsystems perspective | rational-systems perspective |
| Informal organization | imformal leaders, informal norms |
| The open-systems perspective | unrealistic...assumption...isolated...external...(vowels) |
| Bureaucratic roles | positions, offices, organization |
| Cognition | mental |
| learning organizations | Schools more than any other ORGANIZATION |
| learning | Broad sense (like learning Number Sense for hussies) |
| negative reinforcement | eliminating (subtracting) stimulus |
| direct punishment | TYPE I - suppress behavior |
| Cueing | antecedent stimulus prior to |
| Mastery learning | MASTER ANY LEARNING |
| General knowledge | GENERAL KNOWLEDGE |
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