Jurnal TQM Web 7

8/13/2019 Jurnal TQM Web 7

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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

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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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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


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


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

&Document types@& -eature

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