The Effect of School Autonomy and School Internal Decentralization on Students' Reading Literacy

Autor/inn/en	Maslowski, Ralf; Scheerens, Jaap; Luyten, Hans
Titel	The Effect of School Autonomy and School Internal Decentralization on Students' Reading Literacy
Quelle	In: School Effectiveness and School Improvement, 18 (2007) 3, S.303-334 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Foreign Countries; Administrative Organization; Personnel Management; Academic Achievement; Institutional Autonomy; Literacy; Decision Making; Educational Improvement; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Personalmanagement; Schulleistung; Institutionelle Autonomie; Alphabetisierung; Schreib- und Lesefähigkeit; Decision-making; Entscheidungsfindung; Teaching improvement; Unterrichtsentwicklung
Abstract	Over the past 2 decades, a large number of countries have been engaged in the decentralization of decision-making to schools. Although the motives and incentives for school autonomy are often diverse, it is commonly believed that decentralization will enhance the quality of schooling. Based on a secondary analysis of data from OECD's Programme for International Student Assessment (PISA 2000), this study aims at testing to what degree this assumption is supported by empirical data. For that purpose, 4 domains of autonomy and internal decentralization are taken into account: personnel management, financial resources, student policies, and curriculum. The results indicate that more autonomy in personnel management is related to higher levels of reading literacy. This relationship, however, disappears when differences between schools' student composition are taken into account. No significant associations were found for the other 3 domains. (Contains 3 tables, 1 figure and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10