School districts are ongoing organizations which have staffs and organizational structures committed to stabilizing and maintaining their present activities and programs. The authors have attempted to draw together the kinds of information needed to help school district administrators view their organization in a way which examines the consequences of decisions for all of the goals and objectives of the district. This view, which has been labeled comprehensive, is designed to move the administration of the district from solving problems one‐at‐a‐time to an assessment of the complete goal‐activity picture. Implications of a comprehensive approach to school district administration for staff development as well as university and college preparation of administrators are, in the judgment of the authors, substantial.
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1 February 1973
Review Article|
February 01 1973
A COMPREHENSIVE PLANNING MODEL FOR SCHOOL DISTRICTS: DECISION RULES AND IMPLEMENTATION STRATEGIES
SANFORD TEMKIN;
SANFORD TEMKIN
Director of the Administering for Change Program at Research for Better Schools, a regional education laboratory (sponsored by the U.S. Office of Education) in Philadelphia, Pennsylvania
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JAMES F. MCNAMARA
JAMES F. MCNAMARA
Research associate at the Center for the Advanced Study of Educational Administration and an associate professor of public affairs and administration in the Wallace School of Community Studies and Public Affairs at the University of Oregon
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Publisher: Emerald Publishing
Online ISSN: 1758-7395
Print ISSN: 0957-8234
© MCB UP Limited
1973
Journal of Educational Administration (1973) 11 (2): 285–301.
Citation
TEMKIN S, MCNAMARA JF (1973), "A COMPREHENSIVE PLANNING MODEL FOR SCHOOL DISTRICTS: DECISION RULES AND IMPLEMENTATION STRATEGIES". Journal of Educational Administration, Vol. 11 No. 2 pp. 285–301, doi: https://doi.org/10.1108/eb009706
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