Tema 2 School

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Organización Escolar
1º Grado en Educación Infantil
Facultad de Ciencias Jurídicas y Sociales. Campus de Madrid -

Vicálvaro
Universidad Rey Juan Carlos
Reservados todos los derechos.

No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
UNIT 2, CHAPTERS 2 AND 3- SCHOOL ORGANIZATION.
TOWARD A THEORY OF PRACTICE.
• Successful educational leaders are confident and self- assured.
• Environment is characterized by uncertainty, paradox and confusion.
• You must internalize organizational knowledge and develop your own theory of practice.
TWO PRINCIPAL SOURCES OF CONFLICT.

1. One source lies in the different ways in which different people can and do understand what
educational organizations are and how they are best led and managed.
2. The second source lies in the pervasive disagreement among people in our society about the nature
of education itself and what the goals of schooling should be.
THE GREAT DEBATE: TRADITIONAL VS. PROGRESSIVE EDUCATION.

TRADITIONAL emphasizes:
• Primacy of the subject matter.

• Formal instructional methods.
• Drill.
• Memorization of facts.
• Teacher authority.
PROGRESSIVE emphasizes:
• Primacy of practical experience in learning.

• Individual instruction.
a64b0469ff35958ef4ab887a898bd50bdfbbe91a-4147673
Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.
• Informality in the classroom.
• Group discussion.
• Team learning.
Confidence, not peer pressure, is key to success at school, say researchers.
THE PARADIGM SHIFT IN EDUCATION.
The paradigm shift pivots on understanding the nature of human intelligence on which rests the learning
theory that we use to organize schools and programs of instruction in them. It is the basic foundation upon
which all else in education stands. Intelligence is the only foundation on which educational leaders may build
the “visions” for educational excellence that are now so much demanded of them. The paradigm drives how
we organize schools, what we teach in them, how we teach, how we group students for instruction, and
everything else for which educational leaders are responsible.
EQUAL EDUCATIONAL OPPORTUNITY.
Each student will have equal access to effective teaching that will achieve desired educational outcomes.
Whole brain teaching.
THE TRADITIONAL RADIGM OF INTELLIGENCE.
Intelligence is a very mental capability that involves the ability to reason, plan, solve problems, think
abstractly, comprehend complex ideas, learn quickly, and learn from experience.
Intelligence can be measured, and intelligence tests measured it well. They do not measure creativity,
character, personality, or other important differences among individuals, nor are they intended to.
Important: intelligence is a unitary whole and IQ is a fixed and unchangeable personal characteristic.
Alfred Binet developed with Theodore Simon the first intelligence test: Binet- Simon scale. This measured
the mental age.
Todos los planes de suscripción incluyen descargas sin publicidad con coins
MULTIPLE INTELLIGENCES THEORY.
Jean Piaget and Jerome Bruner paved the way for Gardner´s work on Multiple Intelligence. Jean Piaget
described learning as a progressive growth process during which the individual builds on the simpler
processes that were learned in earlier years by integrating higher- older logical processes and thus the
growth in logical thought matures and develops. Jerome Bruner´s view was that learning is an active process
in which students construct new understandings based on their existing knowledge. The active process
involves the learner in selecting and transforming information, constructing hypotheses, and developing
logical cognitive processes and ways of discovering and learning new ideas and new information.
Daniel Goleman began to study and describe that the important competencies in life included self-
awareness, self- discipline, persistence, and empathy, and that these are more important for success in life
than traditional IQ. He said that social and emotional intelligences can be taught to children.
Howard Gardner described 7 principal dimensions of intelligence:
• Linguistic intelligence: the ability to understand words and how they are combined to produce
useful language.
• Logical- mathematical intelligence: the ability to see patterns, order, and relationships in seemingly
unrelated events in the world around us and to engage in logical chains of reasoning.
• Musical intelligence: the ability to discern pitch, melody, tone, rhythm, and other qualities of
musical symbolism and integrate them into intellectual activity such as reasoning.
• Spatial intelligence: the ability to accurately perceive and think in terms of the visual qualities of the
world and its dimensions, and to manipulate and transform them in creative ways.
• Bodily- kinesthetic intelligence: the ability to control one´s bodily motions, the capacity to handle
objects skillfully, and the skill to combine these into a language with which one may express oneself.
• Intrapersonal intelligence: the ability to access and understand the inner self: feelings, reactions,
aspirations. Able to differentiate between various feelings and use them in thinking about the world.
• Interpersonal intelligence: the ability to notice and make distinctions between among other
individuals and, in particular, among their moods, temperaments, motivations, and intentions.
Example of multiple intelligences school: Montserrat in Cataluña.
CLASSROOM CLIMATE ACCORDING TO THE MIT.

BODILY- KINESTHETIC INTELLIGENCE.
Classroom furnishing:
- Suitable.
- Seating arrangements and space comfortable.
- Learning tools and equipment appropriate.
Physical environment:
- Freedom of controlled movement.

- “Hands- on/ minds- on” activities.
- Tactile objects for instructional purposes.
- A balance of indoor/outdoor or open- space activity.
Sensory environment:
- The room smells attractive.

- Aromas support learning.
- Air temperature and humidity.
- Materials are available for sensory stimulation.
- The environment is free of offensive pollutants.
INTERPERSONAL INTELLIGENCE:
Atmosphere:
- A sense of trust and belonging.

- Competitiveness/ competitive activities.
Conflict resolution:
- Established routines.
- Sense of respect for diversity, personal differences and individual opinions.
Sense of safety:
- Absence of threat.
- Personal property is respected and secure.
- Social respect.
- Psychological respect.
Social engagements:
- Interpersonal interactions are positive.

- Students share responsibility and group cohesiveness.
- A variety of group composition are used: flexible and balanced.
INTRAPERSONAL INTELLIGENCE:
Privacy:
- Students property, space, ideas, and bodies are safe.

- Sense of confidentiality and privacy.
- Students privacy in and out of the classroom.
Esteeming environment:
- Students are free from ridicule and not compared to each other.
- Students work is publicly displayed only with their consent.
- Compliments and encouragement are used more than praise.
Intrapersonal expression:
- Choices about whether and how to express their work.

- Not subjected to group evaluation.
- Students reflections are respected by the teacher.
Praise vs. encouragement.
Praise Encouragement
Stimulates Rivalry and competition. Cooperation and contribution for
the good of all.
Focuses on Quality of performance. Amount of effort and joy.
Fosters Selfishness at the expense of Self- interest, which does not
others. hurt others.
Fear of failure. Acceptance of being imperfect.
Dependence. Self- sufficiency and
independence.
Emphasis on Global evaluation of the person. Specific contributions.
Creates Quitters. Triers.
LOGICAL- MATHEMATICAL INTELLIGENCE.
Routines:
- Activity and behavior.

- Organization and storage processes.
Sequence of activities:
- Meaningful.
- There is a sense of flow.
- Organize around student needs.
Time structure:
- Subject to student needs and interests.

- Variable with periods of “on” and “off” intensity.
- Morning and afternoon time blocks are logically organized and meaningfully.
References:
- Access to data and information resources.

- Media is consistently available.
- Variety of reference types and levels of difficulty.
MUSICAL- RYTHMIC INTELLIGENCE:
Musical environment:
- Music is used in the background at appropriate times.

- Variety of music.
- Adequate quality of equipment for music.
Music used for instruction.
Musical expression.
NATURALIST INTELLIGENCE:
Physical setting:
- The class setting is orderly, neat, and organized.

- Plants, wood furniture, and furnishing are present.
- Students are in proximity or visual contact with the outdoors.
Social structures:
- Flexible grouping.
- Allowance for student initiative and freedom.
- Students take on roles representing real- life responsibilities.
- Students engage in self- selected activities and learner partnering.
Organizational patterns:
- Arrangements are flexible, and settings are adaptable.

- Students are free to determine time and resources structures.
- References, media, and technology are available.
Room appointments.
VERBAL- LINGUISTIC INTELLIGENCE:
Spoken word.
Written word.
Language playfulness.
VISUAL- SPATIAL INTELLIGENCE:
Attractive setting:
- Bright fresh colors are visible.

- Meaningful design elements.
Room colors.
- Warm colors (red, orange, yellow) tend to be stimulating. They bring excitement to children and
increase their brain activity.
- Cool colors (blue, violet, green) are calm and relaxed.
MIT. DEVELOPING AN EDUCATIONAL GAME PLAN.

The importance of interaction between the person and the environment in shaping human behavior:
1. Take at least these 7 differences into account.

2. These intelligences are human characteristics, not preferences.
Providing the educator with the keys to:
1. Learning theory for organizing the school.

2. Creating the curriculum.
3. Selecting pedagogical methods.
PERKIN´S LEARNABLE INTELLIGENCE THEORY.

Schools should be increasingly engaged in teaching more thinking skill because real learning is a
consequence of thinking. He believes that there are three dimensions of intelligence:
• Neural intelligence: the contribution of neural efficiency to intelligent behavior.

• Experiential intelligence: the contribution of a storehouse of personal experience in diverse
situations to intelligent behavior.
• Reflective intelligence: the contribution of knowledge, understanding and attitudes about how to
use our minds in intelligent ways.
PERKIN´S SMART SCHOOLS.
Perkins asserts that we need schools that put to work, day in and day out, what we know about how to
educate well. We can call such schools, “smart schools” (schools wide awake to the opportunities of better
teaching and learning). In Perkin´s view, smart schools exhibit 3 characteristics: informed, energetic and
thoughtful.
INFORMED:
Administrators, teachers, and indeed students in the smart school know a lot about:
1. Human thinking and learning.

2. School structure and collaboration.
3. How they work best.
ENERGETIC:
The smart school requires spirit as much as information. In the smart school, measures are taken to cultivate
positive energy in the structure of the school, the style of administration, and the treatment of teachers and
students.
THOUGHTFUL:
People are caring and mindful. People are sensitive to one another´s needs and treat each other
thoughtfully. Teaching/ learning process and school decision- making process are thinking centered.
THEORY OF ACTION.
A theory of action is a theory that gives rise to some judgement, given the nature of truth that the theory
describes, about how theoretical knowledge can be applied in dealing with practical problems. It is useful
because it provides a basis for thinking systematically about complex problems, such as understanding the
nature of educational organizations. It enables us to do 4 useful things:
1. Describes what is going on.

2. Explains it.
3. Predicts future events under given circumstances.
4. Controls events.
THEORY OF PRACTICE.
A theory of practice is a composite of theories of action that underlies, and gives direction to, one´s
professional practice. A theory pf practice is one´s personal understanding of casual relationships: it arises
from the processes of gathering, organizing, and integrating facts and experiences that one has
encountered. The focus is on combining one´s various theories of action into a coherent theory of practice. A
theory of practice for educational leadership rests on 3 pillars:
1. A systematic understanding of the behavior of adults at work at school.

2. An understanding of the organizational context in which people work.
3. Leader behavior.
THE GAME PLAN: A COACHING METAPHOR.

Every successful coach is, above all, a student of the game, just as you are being urged to become a student
of educational organization. We expect that the coach is able to analyze and think through the game as a
basis for planning and developing strategies and tactics that will win in the future. As spectators of sports
contests, we know that every team must operate from a game plan that is understood and shared by all who
are involved. The coach must also weave the dynamics of the human behavior of the team players with the
strategic notions that underlie the plan. That is called team building.
An educator leader must be a student of organizations and leadership. Needs to develop a “game plan” and
should adapt the “game plan” as new knowledge emerges.
ORGANIZATIONAL BEHAVIOR.
Organizational behavior is the study of human behavior in the context of an organization.
It is
1. A field of scientific inquiry. Focuses on social- scientific study (“the behavior of individuals and
groups of people in the social and cultural context of organizations”).
The origins of scientific inquiry come from social science disciplines: cultural anthropology (Margaret
Mead), sociology, social psychology (Kurt Lewin), political science and economics. Margaret Mead
and Kurt Lewin are pioneers in the discovery of the group decision making process.
2. A field of applied practice. Focuses on application to administrative practice.
Organizational behavior seeks to understand and use knowledge of human behavior in social and cultural
settings for the improvement of organizational performance.
WHY STUDY ORGANIZATIONAL BEHAVIOR?
Organizational behavior provides the indispensable foundation of knowledge that is absolutely essential if
one hopes to achieve success in educational leadership. Leadership and administration means working with
and through other people to achieve organizational goals: confer with people, plan and run meetings,
planned and impromptu with people. A major cause of failure by principals is not having a theory of practice
(strategic plan) for dealing with the all- critical human dimension of the school enterprise.
Many newly appointed principals have good intentions about improving the performance of the school by:
1. Improving morale (motivating teachers and parents).

2. Introducing technical changes (adding new curricula and reorganizing the structure of the school).
3. Building teamwork.
4. Enriching the quality of life in the school.
Study of organizational behavior in education can help, first, by focusing your attention on the issues listed in
the paragraph above and, second, by encouraging you to make some personal decisions about how you
would plan to practice being a leader on the job.
We can prepare ourselves for making strategic and tactical decisions by knowing the contributions of those
who came before us.
SCIENTIFIC MANAGEMENT PERIOD.

FREDERICK WINSLOW TAYLOR.
He is the father of scientific management. Scientific management methods called for: optimizing the way
that tasks were performed and simplifying jobs. From about 1900 to 1915, as he worked to solve practical
production problems in factories all over the United States, Taylor developed what later became known as
his 4 principles of scientific management which are still affecting education:
1. Eliminate the guesswork of rule- of- thumb approaches to deciding how each worker is to do a job
by adopting scientific measurements to break the job down into a series of small, related tasks.
2. Use more scientific, systematic methods for selecting workers and training them for specific jobs.
3. Establish a clear division of responsibility between management and workers, with management
doing the goal setting, planning, and supervising and workers executing the required tasks.
4. Establish the discipline whereby management sets the objectives and the workers cooperate in
achieving them.
Taylor´s ideas led to time and motion studies, rigid discipline on the job, concentration on tasks with minimal
interpersonal contact and, strict application of incentive pay systems.
THE BEGINNING OF MODERN ORGANIZATIONAL THEORY.
At the same time as Taylor´s ideas, a French industrialist was working out some powerful ideas of his own:
Henri Fayol. Whereas Taylor was essentially a technician whose first concern was the middle- management
level of industry, Fayol has the background of a top- management executive. Some of Fayol´s ideas were:
1. Focuses on the manager rather than on the workers.

2. Separated the processes of administration from other operations in the organization, such as
production.
3. Emphasizes the common elements of the process of administration in different organizations.
Fayol believed that a trained administrative group was essential to improving the operations of
organizations, which were becoming increasingly complex. He defined administration in terms of 5
functions:
1. Planning.
2. Organizing.
3. Commanding.
4. Coordinating.
5. Controlling.
Fayol went further by identifying a list of 14 principles:
Division of work. Authority. Discipline. Unity of command. Unity of direction.
Order. Scalar chain. Centralization. Remuneration.
Interests. Equity. Stability. Initiative. Espirit de corps.
10
Avoiding a rigid and dogmatic application of his ideas to the administration of organizations, he emphasized
that flexibility and a sense of proportion were essential to managers who adapted principles and definitions
to particular situations.
EMERGENCE OF BUREAUCRATIC ORGANIZATIONAL THEORY.
A German sociologist, Max Weber, produced some of the most useful, durable, and brilliant work on
administrative system; it seemed promising at that time and has since proved indispensable: bureaucracy.
According to Weber, the bureaucratic apparatus would be very impersonal, minimizing irrational personal
and emotional factors and leaving bureaucratic personnel free to work with a minimum of friction or
confusion. This, he concluded, would result in expert, impartial, and unbiased service to organization´s
clients. In the ideal bureaucracy, Weber envisioned certain characteristics that are, in a sense, principles of
administration:
1. A division of labor based on functional specialization.

2. Hierarchical levels of authority.
3. A system of rules covering the rights and duties of employees.
4. A system of procedures for dealing with work situations.
5. Impersonality of interpersonal relations.
6. Selection and promotion based only on technical competence.
THE RISE OF CLASSICAL ORGANIZATIONAL THEORY.

These three individuals mentioned previously, were giants in the early years and led the way in the efforts to
master the problems of managing modern organizations. Frederic Taylor: Scientific management. Henri
Fayol: Administrative science. Max Weber: Bureaucracy. This time can be generally thought as the era of
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scientific management. It had a profound and long- lasting impact on the ways in which schools were
organized and administered.
Scientific management had a profound impact on the ways in which schools were organized and
administered. As Cubberly said, schools were factories in which the raw materials are to be shaped and
fashioned into products to meet the various demands for life. The Classical Organizational theory came to
focus the attention on the total organization (division of labor, organizational hierarchy and power, defined
lines of authority). Classical Organizational theorists tend to view motivation as being more important that
Taylor did and also being a more nuanced concept: money is not the only motivator for people at work.
These theorists understand that an organization is much more than the interface of human and machine; it
is a complex web of social relationships and interdependencies, and motivation often involves more than
money. It includes ideals, values, beliefs, and the need for personal satisfaction.
Classical organizational theorists have sought to identify and describe set of fixed principles that would
establish the basis for management. The best known of these dealt with organizational structures. There are
4 of them:
1. Scalar principle: line and staff. Chain of command, hierarchy and organizational charts.
2. Unity of command: orders from only one person/ superordinate.
3. Exception principle: delegate routine tasks to subordinates.
4. Span of control: prescribe the number of people reporting to a superior or administrator.
THE HUMAN RELATIONS MOVEMENT.

Elton Mayo is considered the founder of the Human Relations Theory. Workers are seen as thinking beings
with needs, who like to receive attention.
THE WESTERN ELECTRIC STUDIES.
The question to be studies was: In a room where women sit at benches assembling devices from parts, what
is the optimum level of illumination that is required for the workers to be most productive in their jobs? To
answer this, an experiment was designed and conducted to find out.
The investigators divided the workers into 2 groups: the control group and the experimental group. For the
control group, the work went on as it had before, with no changes. For the experimental group, there were
some experimental interventions (installing electric bulbs of different sizes).
Hypothesis: increased illumination would cause higher levels of production (changing workers conditions).
Conclusion: giving attention to employees resulted in improved performances.
This study led to discoveries that are not yet fully understood. However, unexpected it may have been, one
major finding of these studies was the realization that human variability is an important determinant of
productivity. Thus, in the 1920s, the basis for the human relations movement was established. New concepts
were now available to the administrator to use in practice. Among them were morale, group dynamics,
democratic supervision, personnel relations, and behavioral concepts of motivation. The human relations
movement emphasizes human and interpersonal factors in administering the affairs of organizations.
Supervisors, in particular, drew heavily on human relations concepts, stressing notions such as democratic
procedures, involvement, motivational techniques, and the sociometry of leadership.
12
SOCIOMETRY.
Numerous studies carried out in group and organizational settings laid the groundwork for better
understandings of the nature of human groups and how they function. Illustrative of the better early work of
group dynamics is that of Jacob Moreno, who developed and refines the techniques of sociometric analysis.
Moreno developed techniques of gathering information from members of organizations about the attraction
they had for one another; the data were often gathered by interview, but other techniques also were used.
From such information, sociograms were developed that portrayed the dynamics of the informal social
structure of human groups.
1st Grade. 2nd Grade. 3rd Grade. 4th Grade.
5th Grade. 6th Grade. 7th Grade. 8th Grade.
BEHAVIOR PATTERNS IN GROUPS.
Robert Bales developed a systematic technique for analyzing the patterns of interaction among the
members of a group. His interaction analysis consisted of recording key facts about the discussions that
occurred between individuals. Bales´s work not only provided a workable technique that others could use to
study the interaction of patterns of groups but it also permitted him to draw some generalizations about
groups that have proved to be useful. He was the first to document that successful groups tend to include
people who play 2 key roles:
• Task orientation: someone who keeps the group focused on accomplishing the task.
• Relations or maintenance orientation: someone who focuses on maintaining productive human
relations in the group.
13
THE ORGANIZATIONAL THEORY MOVEMENT.
• FORMAL ORGANIZATION (STRUCTURALISM): a properly structured organization will improve
organizational performance.
• INFROMAL ORGANIZATION (PEOPLE APPORACHES): relations among human beings have enormous
power to affect the performance of the organization.
Chester Barnard´s one of his most important contributions was to illuminate the crucial importance of better
understanding the relationships between the formal organization and the informal organization. In his
pioneer work, Barnard made it clear that it was illusory to focus exclusively on the formal, official, structural
facets of administering organizations and the effective executive must attend to the interaction between the
needs and aspirations of the workers, on the one hand, and the needs and purposes of the organization, on
the other.
ORGANIZATIONAL BEHAVIOR.
It is a discipline that seeks to describe, understand, and predict human behavior in the environment of a
formal organization.
The internal, informal organization and the formal organization affect one another.
Management must seek arrangements to maximize the effectiveness of this interaction.
The formal and informal interaction organization cannot be separated when studying school systems.
14

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UNIT-2.

1º Grado en Educación Infantil

Facultad de Ciencias Jurídicas y Sociales. Campus de Madrid -

Reservados todos los derechos.

TWO PRINCIPAL SOURCES OF CONFLICT.

THE GREAT DEBATE: TRADITIONAL VS. PROGRESSIVE EDUCATION.

• Primacy of the subject matter.

• Primacy of practical experience in learning.

Confidence, not peer pressure, is key to success at school, say researchers.

EQUAL EDUCATIONAL OPPORTUNITY.

THE TRADITIONAL RADIGM OF INTELLIGENCE.

Howard Gardner described 7 principal dimensions of intelligence:

CLASSROOM CLIMATE ACCORDING TO THE MIT.

- Freedom of controlled movement.

- The room smells attractive.

- A sense of trust and belonging.

- Interpersonal interactions are positive.

- Students property, space, ideas, and bodies are safe.

- Choices about whether and how to express their work.

Praise vs. encouragement.

LOGICAL- MATHEMATICAL INTELLIGENCE.

- Activity and behavior.

- Subject to student needs and interests.

- Access to data and information resources.

- Music is used in the background at appropriate times.

Music used for instruction.

- The class setting is orderly, neat, and organized.

- Arrangements are flexible, and settings are adaptable.

VERBAL- LINGUISTIC INTELLIGENCE:

- Bright fresh colors are visible.

MIT. DEVELOPING AN EDUCATIONAL GAME PLAN.

1. Take at least these 7 differences into account.

Providing the educator with the keys to:

1. Learning theory for organizing the school.

PERKIN´S LEARNABLE INTELLIGENCE THEORY.

• Neural intelligence: the contribution of neural efficiency to intelligent behavior.

PERKIN´S SMART SCHOOLS.

1. Human thinking and learning.

1. Describes what is going on.

1. A systematic understanding of the behavior of adults at work at school.

THE GAME PLAN: A COACHING METAPHOR.

WHY STUDY ORGANIZATIONAL BEHAVIOR?

1. Improving morale (motivating teachers and parents).

SCIENTIFIC MANAGEMENT PERIOD.

THE BEGINNING OF MODERN ORGANIZATIONAL THEORY.

1. Focuses on the manager rather than on the workers.

Fayol went further by identifying a list of 14 principles:

Division of work. Authority. Discipline. Unity of command. Unity of direction.

Order. Scalar chain. Centralization. Remuneration.

Interests. Equity. Stability. Initiative. Espirit de corps.

EMERGENCE OF BUREAUCRATIC ORGANIZATIONAL THEORY.

1. A division of labor based on functional specialization.

THE RISE OF CLASSICAL ORGANIZATIONAL THEORY.

THE HUMAN RELATIONS MOVEMENT.

THE WESTERN ELECTRIC STUDIES.

Conclusion: giving attention to employees resulted in improved performances.

1st Grade. 2nd Grade. 3rd Grade. 4th Grade.

5th Grade. 6th Grade. 7th Grade. 8th Grade.

BEHAVIOR PATTERNS IN GROUPS.

Management must seek arrangements to maximize the effectiveness of this interaction.

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