Abstract
An analysis of job titles in a sample of California school districts was made to trace patterns of instructional management in school districts during the period 1930-1970. The analysis of the data revealed that (1) the form of instruction and curriculum management in districts changed during the period of study and that (2) increases in instructional management positions have been less than in positions that either keep track of money, materials, and people or positions that manage auxiliary services for students.
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