This document discusses several organizational theories and how they relate to educational organizations and classroom structures. It covers institutional theory, population ecology, resource dependency theory, structural contingency theory, and Mintzberg's organizational structures. These theories view organizations as open systems influenced by their environment. The document suggests classroom structures can be modeled after Mintzberg's five organizational structures and should adapt based on contingencies like teaching objectives and student learning styles.

1. ORGANIZATIONAL THEORIES AND THE
EDUCATIONAL ORGANIZATION
INDEPENDET STUDY METHOS
AIDA MARIBEL ESCOBAR BASANTES

2. WHEN EXAMINING THE STRUCTURE OF THE CLASSROOM IN ITS
STRUCTURE THE FOCUS WILL BE GIVEN IN TWO WAYS,
INSTITUTIONAL AND ON THE OTHER HAND A SOCIAL
APPROACH
ORGANIZATIONAL THEORY AND THE EDUCATIONAL ORGANIZATION.
Scott's definition (1995) highlights the multifacetedness of this singularity, introduces three
legitimacy bases for organizations.
The regulatory pillar involves rules, laws and penalties
The normative pillar implies social duty , rules and values
The cognitive pillar involves symbols , beliefs and social identities
I somorfismo c oercive is originated when organizations are required to act ciert mode or by another
organization .
I mimetic somorphism occurs when organizations copy each other out of insecurity.
I regulatory somorfismo that occurs when responsible in various organizations
receive training in how similarly .
DiMaggio and Powell (1983, in Mizruchi and Fein 1999) explain the similarity of
organizations as isomorphism and classify it into three

3. INSTITUTIONAL THEORY AND THE UNIVERSITY
• Like several organizations, schools have a legitimacy, this through normative and cognitive processes .
• Normative legitimacy is obtained by doing things like other school institutions , such as providing
psychological help to students ; form of cognitive legitimacy when, teachers encourage students to
take courses in institutions of higher performance as well as the isomorphism of colleges and
universities can be traced to the three main forms : Coercive isomorphism occurs because the s rules,
such as accreditation requirements; mimetic isomorphism occurs in schools to copy each other ;
normative isomorphism arises when a person is changing constantly institution

4. POPULATION ECOLOGY
The environmentalists of the population determine that the result of the organizations is
determined by the environment, so Baum (1996) classifies 3 processes.
Emotional, include age and size dependence
Ecological, containing dynamic wide niche , depending on the density of
population
Mental, include institutional factors

5. Perrow (1986) offers additional criticism, claiming that some versions of the population Ecology ignores
the problems of “power, conflict, disruption and social class variables. . . . That neglects the fact that our
world is largely made up of particular men and women with particular needs ”(213).
*Endowment as the qualities and qualities of its initial resources ( financial and
social capital )
*The printing process in which the events given at various stages of
development have constant consequences
*Capacity refers to the ability to execute procedures and solve problems
*The position is the location of the s organizations in the social structure
The population ecology focuses on populations of organizations, not
individual organizations because they believe that environments
change faster than organizations , organizations are born and die
due mainly to environmental factors , what Hannan (1998) explains
that four Aspects of organizations could have an influence on
the ability to resist or adapt to environmental changes .

6. THEORY OF THE DEPENDENCY OF
RESOURCES
This theory, like the ecology of the
population , maintains that the objectives are not the
driving force
behind what organizations do. Instead, Pfeffer
and Salanick (1978) believe that the organization
“Alter their purposes and domains to accommodate new
interests, abandoning
parts of themselves to avoid some interests, when
necessary, get involved in activities
links far from their stated central purposes
”(23). believes that organizations change their goals
to meet the available resources.
Dependency resources and educational
environmentIt is evolving rapidly, due to
population density, so universities are
making several changes in services and in
the perception of education to respond to
environmental demands.

7. A NEW MODEL FOR
CLASSROOM
STRUCTURES
The dependence of resources can expose aspects of university
behavior and decision making , the theory of structural contingency can be
used to examine different classroom structures.
This theory focuses on how organizations determine what organizational
structure to take

8. Formality can
be measured
by the rules
written in an
organ
Complexity can be
measured by hierar
chical levels
The centralization, is distri
bution of power within
organizations contingenci
es.
ORGANIZATIONAL STRUCTURE
The structure of an organization relations of authority
and reports, (Hall (1999) discusses the organizational
structure in terms of three variables:
Mintzberg (1979) analyzes five organizational structures and
argues that organizations are made up of five elements:
the operational core , the strategic apex, the middle
line ; Technostructure and support staff which will be used as the
basis for the development of the five classroom structures

9. SARFIT
Donaldson provides an illustration of
the cycle through his SARFIT
An organization is fit;
There is a continncy change
The organization is in mismatch and
performance suffers.
The organization performs structural
adaptation.
The organization achieves a new adjustment
and performance is recovered.
STRUCTURAL CONTINGENCY THEORY
The theory of structural contingency maintains organizations must adapt
their structures to adapt to contingency factors , since there is no structure
that benefits all organs

10. THE CLASSROOM AND
ITS CONTINGENCIES
Teachers present contingencies when
leading a course such as learning
objectives , expected cognitive
domains , technology , learning techniques
Because students have different forms of
learning, they take into account adjust in
the classroom, that is in their structure
THE CLASSROOM
AND ITS STRUCTURE
Modeling the Mintzberg
classification, different classroom
structures have been developed ,
showing how its structure can
change the relationship between the
student and the teacher.