jurnal tqm web 7
TRANSCRIPT
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Abstract (Summary)
During the 1990s, many public schools began to apply the principles of
Total Quality Management As they mo!e" ahea", they "isco!ere" that most
of the separate principles that comprise Total Quality Management are
not ne# to public e"ucation Theories an" practices using similar an"
relate" i"eas ha!e been champione" by e"ucators for generations $ere,
Algo%%ine et al "escribe "ifferences in the patterns of teaching an"
learning processes that emerge" in a school #here concepts of Total
Quality Management #ere formally a"opte" an" supporte" by
a"ministrators, teachers, parents, an" stu"ents
&'& ump to in"eing ("ocument "etails) *+in"eing
-ull Tet
(.// #or"s)
opyright 2llinois State 3ni!ersity -all 400.
Since the conclusion of 5orl" 5ar 22, there ha!e been continuing efforts
to un"erstan", "efine, an" apply organi%ational principles associate"
#ith the pro"uction of high 6uality #or7 (Deming, 198/ a%%ar :
Algo%%ine, 400. uran, 1988, 1989 Scher7enbach, 1991 Scrabec, 4000
She#hart, 198/ Tribus, 1990, 199;) During the post
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aroun" the #orl" 2n the 1980s, the organi%ational principles of Total
Quality began to ta7e hol" in ser!ice an" health relate" in"ustries
(Aguayo, 1990) Since then, the a"option of these organi%ational
principles has ta7en place in go!ernment ser!ices an" most recently in
many school "istricts, schools, an" classrooms (Au"ette, 1994 Au"ette :
Algo%%ine, 1994,199 =augher, 1994 ohen, 1991 Do#ney, -rase, :
>eters 199; $au, 1991 $e!erly, 1994 a%%ar : Algo%%ine, 400.
Scrabec, 4000 5ashton, 1988)
The essence of Total Quality Management is the recognition that the
6uality of pro"ucts an" outcomes is the "irect result of the 6uality of
the processes or systems that pro"uce them -rom this perspecti!e, in
or"er to change or impro!e stu"ents? beha!ior an" aca"emic achie!ement,
one must change or impro!e the school an" classroom processes or systems
that pro"uce them -urthermore, the criteria for "efining 6uality of
beha!ior an" aca"emic achie!ement are "etermine" by the nee"s an"
epectations of the stu"ents, parents, an" other citi%ens in a school
community The organi%ational principles of Total Quality Management
inclu"e@
1 A clear an" constant purpose ("e!eloping an" refining the
organi%ational mission)
4 Systemic thin7ing (recogni%ing an" stu"ying the causal relationships
bet#een processes an" outcomes)
ustomer focus (atten"ing to the role nee"s of persons #ho #or7 on
the organi%ational processes an" the epectations of those #ho recei!e
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or inherit organi%ational pro"ucts an" ser!ices)
; Bea"ership (promoting the organi%ational mission an" re"ucing or
eliminating systemic barriers to its attainment)
. Management by fact (using process an" outcome "ata to ma7e "ecisions)
/ ontinuous process impro!ement (prioriti%ing, piloting, an" impro!ing
organi%ational processes)
>articipatory management (in!ol!ing #or7ers in planning an"
implementing impro!ements to attain the mission)
8 $uman resource "e!elopment (in!esting in #or7ers as the most
efficient means of attaining the organi%ational mission)
9 Team#or7 (brea7ing "o#n organi%ational barriers to facilitate #or7er
cooperation across functions in organi%ational processes)
10 Bong
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Metho"
Teachers an" stu"ents in t#o elementary (C
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The professional "e!elopment acti!ities an" follo#
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Quality roles The classroom mission #as a central part of all
assessment, teaching, learning, an" e!aluation acti!ities -or eample,
the rhythm of learning as e!i"ence" by teacher an" stu"ent roles,
responsibilities, an" actions is "ri!en by the learning mission To
successfully achie!e the stan"ar" course of stu"y, teachers an" stu"ents
set clear epectations for beha!ior an" learning Stu"ents clarifie" the
rele!ance of these epectations for their o#n benefit an" their personal
an" class missions Teachers an" stu"ents i"entifie" outcomes an"
"e!elope" criteria on #hich to Iu"ge achie!ement They also planne" ho#
learning #oul" ta7e place #ithin the classroom an" monitore" progress
using stu"ent self
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stu"ents acti!ely ta7ing responsibility for the beha!ior an" learning
that occurs there The stu"ents #ere not shy about sharing their
classroom mission or the "ata they gathere" to support their efforts to
achie!e it Teachers #ere acti!ely in!ol!e" in facilitating their
stu"ents? learning 5hene!er possible, stu"ents #ere encourage" to lin7
#hat they #ere learning to their long
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The perspecti!e in these classrooms #as one of share" processes focuse"
on impro!ing the 6uality of teaching an" learning
Total Quality "ucation is a school
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Stallings, 19., 1980)
The lassroom Snapshot (S) of the SJS yiel"s "ata on the acti!ities of
a"ults an" stu"ents in a classroom, an" "omains of information can be
aggregate" (eg, classroom acti!ities, stu"ent beha!ior, time
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beha!iors, stu"ent in!ol!ement, an" teacher acti!ities #ere obser!e" #as
compare" across classrooms participating in the proIect iolations of
school rules, classroom rules, an" classroom proce"ures #ere monitore"
an" compare" on a "aily basis using a stan"ar"i%e" form #ith categories
for maIor an" minor offenses that represent misbeha!iors for #hich
"isciplinary action #as #arrante" Discipline an" classroom rule
compliance #as also compare" across participating classrooms as an
a""itional measure of effecti!eness
ach teacher #as obser!e" for t#o one
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>articipating teachers implemente" Total Quality "ucation (TQ)
principles to !arying "egrees This occurre" as a result of ne# teachers
entering the system an" naturally
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classrooms (MK 10081) than others (M K /.1) han"QD:GQTK09:"i"K100/.44
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Table 1
omparison of lassroom Acti!ities an" Stu"ent =eha!ior in -ull an"
>artial 2mplementation Total Quality lassrooms
Stu"ent 2n!ol!ement
A comparison of stu"ent in!ol!ement in "ifferent classrooms is presente"
in Table 4 Silent rea"ing an" classroom "iscussions #ere more common in
full implementation classrooms Stu"ents in these classrooms also spent
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less time (t K QD:GQTK09:"i"K100/.44
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Table 4
Stu"ent 2n!ol!ement in -ull an" >artial 2mplementation Total Quality
lassrooms
Total on
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significantly lo#er (t K 91, "fK 14, p * 00.) in these classrooms (M
K 1//) than in other classrooms (M K ;118) No significant
"ifferences #ere e!i"ent in teachers? monitoring seat#or7, organi%ing
an" managing materials, an" monitoring offGJD:fmtK;:filenumberK:clienti"K8/98:!nameK>QD:GQTK09:"i"K100/.44
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Table
Teacher Acti!ity an" Stu"ent =eha!ior in -ull an" >artial 2mplementation
Total Quality lassrooms
Discipline an" lassroom Gules
Similar le!els of "iscipline problems #ere e!i"ent in classrooms prior
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to participating in the proIect (5hite, Marr, llis, Au"ette, :
Algo%%ine, 4001) As part of the TQ implementation process, teachers
an" stu"ents agree" to use fi!e classroom rules@ -ollo# all teacher
"irections promptly stay on tas7 in your assigne" area tal7 only #hen
it is your turn 7eep han"s, feet, an" obIects to yourself an" respect
the rights an" property of others Means an" stan"ar" "e!iations for
numbers of rule !iolations reporte" in full an" partial implementation
classrooms are presente" in Table ;
Table
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Table ;
Gule iolations in -ull an" >artial 2mplementation Total Quality lassrooms
Total rule !iolations #ere significantly greater (t K
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./., "fK ;., p * 00.) in full implementation classrooms (MK 0/) than
in other classrooms (MK 1.4) Significant in"i!i"ual rule "ifferences
#ere also note" in follo#ing "irections promptly (t K QD:GQTK09:"i"K100/.44
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-igure 1 Gule !iolations o!er time in full an" partial implementation
total 6uality classrooms
2n general, "ata support the benefits of implementing Total Quality
"ucation in elementary school classrooms Significant "ifferences
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fa!oring important teaching an" learning beha!iors (ie, time on
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Quality "ucation, an" highlights the "ifferences in instruction that
are e!i"ent in classrooms using these instructional techni6ues
ontinuing use of these practices pro!i"es a foun"ation for #hat nee"s
to be "one to correct the lo# le!els of positi!e instructional
approaches e!i"ent in many classrooms, especially those #ith large
numbers of stu"ents at ris7 for continuing school failure
ontet for ontinuing hange
The classrooms in this stu"y pro!i"e" a uni6ue opportunity to obser!e,
i"entify, an" "escribe processes of learning an" teaching groun"e" in
the organi%ational principles of Total Quality Management but
unprescribe" in terms of actual implementation This stu"y pro!i"es
e!i"ence that teachers can stu"y their classroom processes an" implement
impro!ements that enhance the self
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Jften, formal missions in tra"itional schools are simply mottoes for
public consumption "e!elope" for the purpose of rallying support an"
enthusiasm There is little e!i"ence that such formal mission statements
ha!e much impact in tra"itional C
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classrooms in our stu"y #ere "ri!en by learning missions "e!elope" by
teachers #ith the acti!e participation of their stu"ents, an" #ith the
consultation an" support of many parents 5hile the specific #or"ing an"
themes !arie" some#hat from classroom to classroom, the message an"
priorities #ere clear@ (a) the learning an" "e!elopment of stu"ents an"
e!ery member of the school community are central an" (b) the
"e!elopment of personal responsibility as epresse" in purposeful,
self
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by stu"ents #ho monitore" an" selferspecti!es on Quality
The role of teachers in gui"ing the processes "escribe" abo!e re6uires
the thoughtful eercise of "e!elopmentally sensiti!e lea"ership (ie,
ma7ing "ecisions base" on the in"i!i"ual an" group nee"s of a
classroom) 5hile their responsibilities are substantial, teachers in
full implementation classrooms seeme" to a!oi" the stress associate"
#ith #orrying about things they coul" not control 2nstea", they #or7e"
together #ith stu"ents on processes that they coul" control an" impro!e
(eg, monitoring in"i!i"ual stu"ent performances in basic s7ills an"
pro!i"ing fee"bac7 an" practice to facilitate impro!ements) to greater
"egrees than "i" their colleagues in partial implementation classrooms
They supporte" each other #ith the full confi"ence that comes from
ha!ing a share" purpose They encourage" each other #hen they ha"
problems an" celebrate" their successes
Teachers in full implementation classes establishe" a culture of 6uality
by championing the learning mission an" clarifying their epectations
an" roles in its attainment for stu"ents an" parents They promote"
stu"ents? natural moti!ation to learn by lea"ing them in !isioning
eercises that EpictureE their successful li!es #hen they ha!e met their
learning goals (ie, they as7e" stu"ents to thin7 about or !isuali%e
"ifferences that #ill occur as a result of learning ne# s7ills) They
use" a !ariety of Total Quality tools an" metho"s to lea" their stu"ents
through a process of thin7ing together as a learning organi%ation
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(=roc7a : =roc7a, 1994 Mclanahan : 5ic7s, 199;) 5ith their mission
an" their groun" rules, stu"ents ha" clear boun"aries #ithin #hich they
#ere acti!ely engage" in learning an" applying #hat they learne"
To an outsi"e obser!er, the most "ramatic "ifference in full
implementation classrooms #as in the roles an" beha!ior of stu"ents 2n
contrast to their peers in other classes, stu"ents in these classrooms
#ere much more purposeful, engage", an" responsible for their o#n
learning an" beha!ior They #ere respectful an" appreciati!e of their
teachers, but they also epecte" reasons for re6uests that #ere ma"e of
them They 7ne# #hat they #ere "oing they 7ne# #hy they #ere "oing it
they routinely use" "ata that sho#e" ho# they #ere "oing an" they ha" a
clear picture in their min"s of #hat their #or7 #oul" Eloo7 li7eE #hen
it #as finishe"
There has been limite" stu"y of the effects of Total Quality "ucation
or ho# the use of the principles an" practices of TQ "iffers across
classrooms an" schools The early attempts to implement 6uality
principles in classrooms pro!i"e a soli" basis for further an" more
etensi!e application an" stu"y Teachers #ho are applying 6uality
principles in these t#o schools consistently report that they #ant E
to go much "eeper in their un"erstan"ing an" application of 6uality
principles,E an" that Ethe potential for unleashing stu"ents?
untappe" abilities to learn is staggeringE The outcomes of this
research illustrate that benefits to school impro!ement are part of the
systematic application an" monitoring of TQ in elementary school
classrooms
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2mplications for -uture Gesearch
The "efine" an" replicable inter!entions an" instructional process
#ithin TQ permit measurement of proce"ural fi"elity an" outcomes
associate" #ith the high le!els of implementation As the practices
mature, other "emonstrations of "ifferences in classroom an" stu"ent
beha!iors nee" to be "efine", an" e!i"ence of effecti!eness across other
"imensions of "epen"ent "ata (eg, achie!ement) is essential
Geplication stu"ies, sustainability stu"ies, an" comparati!e stu"ies of
the effects of TQ are nee"e" to a"!ance the science of reform -inally,
stu"ies of the effects of comparati!e mo"els on beha!ioral an" aca"emic
performance are nee"e" to buil" the research base for TQ inter!entions
PGeference ' ie# reference page #ith lin7s
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2TD2N:b4K":SrchMo"eK1:si"K;:in"eK9:TSK14;/...90
Geferences
Aguayo, G (1990) Dr Deming@ The American #ho taught the apanese
about 6uality Secaucus, N@ arol
An"ra"e, A, : $a7im, D (199.) Betting chil"ren ta7e the lea" in
class "ucational Bea"ership, .(1), 44
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Au"ette, G (199) A stu"y of the impact of school missions on school
practices 3npublishe" manuscript
=augher, C (1994) BAGN@ The stu"ent 6uality team process for
impro!ing teaching an" learning =irmingham, AB@ Samfor" 3ni!ersity
=oyer, (1994, April) onnecting school learning to the li!es of
chil"ren >aper presente" at the harlotterinceton,
N@ The arnegie -oun"ation for the A"!ancement of Teaching
=roc7a, =, : =roc7a, M (1994) Quality management@ 2mplementing the
best i"eas of the masters $ome#oo", 2B@ =usiness Jne 2r#in
=rophy, , : Loo", T B (198/) Teacher beha!ior an" stu"ent
achie!ement 2n M 5ittroc7 ("), $an"boo7 of research on teaching
(pp 48erceptions of teachers an" principals >aper presente" at the annual
meeting of the American "ucational Gesearch Association, San -rancisco, A
aine, G N, : aine, L (1991) Ma7ing connections@ Teaching an" the
human brain Alean"ria, A@ Association for Super!ision an" urriculum
De!elopment
an"y, > (1991) Selfress
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De#ey, T, r (199) None of the abo!e American School =oar" ournal,
.0(8), .
Do#ney, , -rase, B, : >eters, (199;) The 6uality e"ucation
challenge Thousan" Ja7s, A@ or#in >ress
-lant%er, $ (199) 5hat #e say an" #hat #e "o >hi Delta Cappan, .
(1), .aper
presente" at the Southern Gegional ouncil on "ucational
A"ministration, Atlanta, LA
affe, (199) Tsunesaburo Ma7iguchi@ Teacher, philosopher, !alue
creator Teaching "ucation, .(4), 1
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uran, (1988) uran on planning for 6uality Ne# Ror7@ -ree >ress
uran, (1989) uran on lea"ership for 6uality Ne# Ror7@ -ree >ress
Cohn, A (199) Turning learning into a business@ oncerns about total
6uality "ucational Bea"ership, .(1), .8 >ress
Scrabec, Q, r (4000) A 6uality e"ucation is not customer "ri!en
ournal of "ucation for =usiness, ., 498
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hicago@ 3ni!ersity of hicago >ress
5ashton, N (1988, March) De!eloping a faculty chec7list for
selfrofessor in the Department of Gea"ing
an" lementary "ucation at the 3ni!ersity of North arolina, harlotte,
North arolina
Mary =eth Marr is an Assistant >rofessor in the Department of Gea"ing
an" lementary "ucation at the 3ni!ersity of North arolina, harlotte,
North arolina
Cate Algo%%ine is a =eha!ior 2nstruction Specialist in the =eha!ior an"
Gea"ing 2mpro!ement enter at the 3ni!ersity of North arolina,
harlotte, North arolina
Geferences
& Geferences (;;)
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2n"eing ("ocument "etails)
&SubIects@& Total 6uality *Ia!ascript@searchSi"e5ays(F44S3=F44,F44Total
6ualityF44), >ublic schools
*Ia!ascript@searchSi"e5ays(F44S3=F44,F44>ublic schoolsF44), Teaching
metho"s *Ia!ascript@searchSi"e5ays(F44S3=F44,F44Teaching metho"sF44),
"ucational e!aluation
*Ia!ascript@searchSi"e5ays(F44S3=F44,F44"ucational e!aluationF44),
Quality of e"ucation *Ia!ascript@searchSi"e5ays(F44S3=F44,F44Quality of
e"ucationF44)
&Author(s)@& =ob Algo%%ine *Ia!ascript@!oi"(0), Gobert $ Au"ette
*Ia!ascript@!oi"(0), Mary =eth Marr *Ia!ascript@!oi"(0), Cate
Algo%%ine *Ia!ascript@!oi"(0)
&Author Affiliation@& =ob Algo%%ine is a >rofessor in the Department of
"ucational Bea"ership an" orofessor in the Department of Gea"ing
an" lementary "ucation at the 3ni!ersity of North arolina, harlotte,
North arolina
Cate Algo%%ine is a =eha!ior 2nstruction Specialist in the =eha!ior an"
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Gea"ing 2mpro!ement enter at the 3ni!ersity of North arolina,
harlotte, North arolina
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