Menu
×
West Ashley Library
Closed
Phone: (843) 766-6635
Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed
Phone: (843) 805-6888
Village Library
Closed
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed
Phone: (843) 889-3300
Otranto Road Library
Closed
Phone: (843) 572-4094
Mt. Pleasant Library
Closed
Phone: (843) 849-6161
McClellanville Library
Closed
Phone: (843) 887-3699
Keith Summey North Charleston Library
Closed
Phone: (843) 744-2489
John's Island Library
Closed
Phone: (843) 559-1945
Hurd/St. Andrews Library
Closed
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
Closed
Phone: (843) 869-2355
Dorchester Road Library
Closed
Phone: (843) 552-6466
John L. Dart Library
Closed
Phone: (843) 722-7550
Baxter-Patrick James Island
Closed
Phone: (843) 795-6679
Main Library
2 p.m. – 5 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
Closed
Phone: (843) 805-6892
Mobile Library
Closed
Phone: (843) 805-6909
Today's Hours
West Ashley Library
Closed
Phone: (843) 766-6635
Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
Closed
Phone: (843) 805-6888
Village Library
Closed
Phone: (843) 884-9741
St. Paul's/Hollywood Library
Closed
Phone: (843) 889-3300
Otranto Road Library
Closed
Phone: (843) 572-4094
Mt. Pleasant Library
Closed
Phone: (843) 849-6161
McClellanville Library
Closed
Phone: (843) 887-3699
Keith Summey North Charleston Library
Closed
Phone: (843) 744-2489
John's Island Library
Closed
Phone: (843) 559-1945
Hurd/St. Andrews Library
Closed
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
Closed
Phone: (843) 869-2355
Dorchester Road Library
Closed
Phone: (843) 552-6466
John L. Dart Library
Closed
Phone: (843) 722-7550
Baxter-Patrick James Island
Closed
Phone: (843) 795-6679
Main Library
2 p.m. – 5 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
Closed
Phone: (843) 805-6892
Mobile Library
Closed
Phone: (843) 805-6909
Patron Login
menu
Item request has been placed!
×
Item request cannot be made.
×
Processing Request
School Finance and Technology: A Case Study Using Grid and Group Theory to Explore the Connections
Item request has been placed!
×
Item request cannot be made.
×
Processing Request
- Author(s): Case, Stephoni; Harris, Edward L.
- Language:
English- Source:
Educational Considerations. Spr 2014 41(2):33-42.- Publication Date:
2014- Document Type:
Journal Articles
Tests/Questionnaires
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: Kansas State University, College of Education. 1100 Mid-Campus Drive, 006 Bluemont Hall, Manhattan, KS 66506. Tel: 785-532-5525; Fax: 785-532-7304; e-mail: [email protected]; Web site: http://coe.ksu.edu/EdConsiderations
- Peer Reviewed: Y
- Source: 10
- Education Level: Elementary Secondary Education
- Subject Terms: Educational Finance; Educational Technology; Technology Integration; School Policy; Teacher Role; Administrator Role; Occupational Information; Work Ethic; Organizational Climate; Organizational Culture; School Surveys; Institutional Characteristics; Questionnaires; Online Surveys; Observation; Position Papers; Content Analysis; School Business Officials; Administrator Attitudes; Central Office Administrators; Leadership Styles; Administrative Organization; Performance Technology; Elementary Secondary Education
- Abstract: Using grid and group theory (Douglas 1982, 2011), the study described in this article examined the intersections of technology and school finance in four schools located in districts differing in size, wealth, and commitment to technology integration. In grid and group theory, grid refers to the degree to which policies and role prescriptions either hinder or promote individual autonomy. Group refers to the degree of commitment a person has to the larger social unit. The dynamics of grid and group are simultaneously at work in any social setting, and consequently, over time, certain themes and dominant patterns of thought and behavior tend to define a particular setting. In this study of four schools, neither school size nor budget size were indicators of successful integration and equitable distribution of technology. However grid and group features that promoted either isolation or integration were important indicators for these schools. For example, the weak-group leaders did not provide vision and direction, and individual teachers chose whether or not to integrate technology or not. The strong-group schools were more intentional in their technology mission. Their leaders developed program goals, systems to be used, the types of computers purchased, and use by students. The conclusion that the authors draw from this case study is that technology integration and equitable distribution depended upon the intentionality of those who budgeted the funds and provided necessary training
- Abstract: ERIC
- Number of References: 10
- Publication Date: 2015
- Accession Number: EJ1049905
- Availability:
Contact CCPL
Copyright 2022 Charleston County Public Library Powered By EBSCO Stacks 3.3.0 [350.3] | Staff Login
No Comments.