Contingency Theories of Leadership and Teaching Organizational Behavior: Additional Reasons Why They Do Not Work

Bowditch, James L.

doi:10.1177/105256298801200410

Cited by 2 publications

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“…Invariably, students experience a jolt when they are suddenly expected to begin taking on the mantle of responsibility for classroom learning. In some senses it may be remarkable that we can elicit any meaningful classroom participation at all, given the stolid instructional pedagogy that operates elsewhere (Bowditch, 1988;Robbins, 1988). Moreover, students may react to &dquo;low course structure and independent intellectual development&dquo; with hostility and even outright rejection (Daft, 1978).…”

Section: Introspectionmentioning

confidence: 97%

Student Development and Classroom Participation: a Way out of the Gulag

Gilson

1990

Organizational Behavior Teaching Review

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contained a vigorous debate over appropriate forms of classroom management that can be summarized in terms of contingent leadership theories verses directive/gulag control. This article addresses one of the critical dimensions of this philosophical debate, namely the objective of student development, which will be discussed through the prism of classroom participation, particularly as it applies to the teaching of undergraduate students.The article is organized in three parts. First, a brief synopsis of the literature on classroom management concludes by arguing for a focus upon an incremental learning process whereby student input and personal involvement increase as the course progresses. Second, five exercises are presented, giving the reader a clear understanding as to how the aforementioned learning process can be successfully operationalized. Third, the paper re-visits the discussion on classroom management in light of the described exercises concluding that the validity of contingency theories of leadership depend on the instructor's ability to comprehend the complexity of student development and on the instructor's interactive role within that process. Finally, the immutable dilemma of class size is also addressed in terms of its pervasive impact on classroom management. The conceptual route taken by this article involves a linear progression that begins with introspection, prescribes action, and concludes with reflection.

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Section: Introspectionmentioning

confidence: 97%

Student Development and Classroom Participation: a Way out of the Gulag

Gilson

1990

Organizational Behavior Teaching Review

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Bartolome's "Contingency Theories of Leadership and Ob Teaching": Refinement of the Theory

Latting

1989

Organizational Behavior Teaching Review

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Few discussions on teaching dilemmas have hit as close to home for me as the recent series of commentaries on the use of contingency theory in the classroom. Like Bartolome and his respondents, I, too, have struggled with how to reconcile students' apparent preference for structure with the desire to foster independent learning. In this article, I describe my approach to resolving that dilemma. RecapitulationThe series began with an article by Bartolome (1988) in which he described how his current &dquo;Gulag&dquo; approach to student participation in the teaching process emerged. According to Bartolome, his prior efforts to use a &dquo;gentler, less directive&dquo; style of teaching had resulted in students coming to his classes insufficiently prepared, participating poorly, and producing work of low quality. In response, Bartolome became increasingly more controlling in the classroom to the point that during the semester preceding his writing the article, he had implemented a highly structured teaching environment, stringent course requirements, and coercive extrinsic rewards.

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Contingency Theories of Leadership and Teaching Organizational Behavior: Additional Reasons Why They Do Not Work

Cited by 2 publications

References 1 publication

Student Development and Classroom Participation: a Way out of the Gulag

Student Development and Classroom Participation: a Way out of the Gulag

Bartolome's "Contingency Theories of Leadership and Ob Teaching": Refinement of the Theory

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