Describing the journey to Total Quality Management in public education [electronic resource] : A qualitative study of three public schools.

Whitehead, Clifford Ray, Jr
Bib ID
vtls000568369
稽核項
329 p.
電子版
附註項
數位化論文典藏聯盟
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$a Describing the journey to Total Quality Management in public education $h [electronic resource] : $b A qualitative study of three public schools.
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$a 329 p.
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$a Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1707.
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$a Adviser:  Emmalou Norland.
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$a Thesis (Ph.D.)--The Ohio State University, 2000.
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$a Even though total quality strategies have become the focus of many private as well as public sector organizations in the United States, the K–12 public education arena has been slow to respond to the philosophy as well as practical techniques for improving ‘the deliverables to their customer’ which are embedded in Total Quality Management (TQM). Educational reform in public schools has taken place in a variety of ways including most recently the implementation of national standards for content and process areas, but still the major elements of TQM are missing from most management practices and philosophy of educational organizations.
520
$a There are, however, isolated schools which have recognized the success of those private sector businesses employing TQM and have begun to embrace quality ideas and practices. Unfortunately, minimal research has been conducted on these isolated educational ‘quality stars’ to determine the ‘how's’ and ‘why's’ of the processes these schools have gone through to approach reform through the eyes of TQM.
520
$a This study closely examined the historical journeys, current state, and future hopes and dreams of three purposefully selected public schools which have been publicly recognized for their efforts in approaching quality management. Data from interviewing, focus groups, observations, documents and artifacts were used to explore and describe the similarities and differences across the schools in terms of their perceptions, experiences, and beliefs related to their past, present and future quality journeys. Through this analysis of three case studies, trends and unique aspects were noted of public school organizations which have embraced TQM.
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$a 數位化論文典藏聯盟 $b PQDT $c 中山大學(2001~2002)
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$a THE OHIO STATE UNIVERSITY.
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摘要
Even though total quality strategies have become the focus of many private as well as public sector organizations in the United States, the K–12 public education arena has been slow to respond to the philosophy as well as practical techniques for improving ‘the deliverables to their customer’ which are embedded in Total Quality Management (TQM). Educational reform in public schools has taken place in a variety of ways including most recently the implementation of national standards for content and process areas, but still the major elements of TQM are missing from most management practices and philosophy of educational organizations.
There are, however, isolated schools which have recognized the success of those private sector businesses employing TQM and have begun to embrace quality ideas and practices. Unfortunately, minimal research has been conducted on these isolated educational ‘quality stars’ to determine the ‘how's’ and ‘why's’ of the processes these schools have gone through to approach reform through the eyes of TQM.
This study closely examined the historical journeys, current state, and future hopes and dreams of three purposefully selected public schools which have been publicly recognized for their efforts in approaching quality management. Data from interviewing, focus groups, observations, documents and artifacts were used to explore and describe the similarities and differences across the schools in terms of their perceptions, experiences, and beliefs related to their past, present and future quality journeys. Through this analysis of three case studies, trends and unique aspects were noted of public school organizations which have embraced TQM.
附註
Source: Dissertation Abstracts International, Volume: 61-05, Section: A, page: 1707.
Adviser: Emmalou Norland.
Thesis (Ph.D.)--The Ohio State University, 2000.
數位化論文典藏聯盟
合著者
ISBN/ISSN
0599767464