Guidance for School Improvement in a Decentralizing System: How Much, What Kind and from Where? Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

Autor/in	Christman, Jolley Bruce
Institution	Consortium for Policy Research in Education, Philadelphia, PA.; Research for Action, Inc., Philadelphia, PA.; OMG Center for Collaborative Learning, Philadelphia, PA.
Titel	Guidance for School Improvement in a Decentralizing System: How Much, What Kind and from Where? Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.
Quelle	(1998), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Decentralization; Educational Administration; Educational Change; Elementary Secondary Education; Guidance; Organizational Development; Political Influences; Program Evaluation; School Districts; Standards; Tables (Data); Teacher Surveys; Urban Education; Urban Schools + Suchen Sie Ihr Suchwort? Verantwortung; Decentralisation; Dezentralisierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Beratung; Organisationsentwicklung; Political influence; Politischer Einfluss; Programme evaluation; Programmevaluation; School district; Schulbezirk; Standard; Tabelle; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Philadelphia's school reform initiative, Children Achieving" was evaluated. The focus in this report is on decentralization, exploring how Children Achieving is strengthening schools' capacity to make and carry out informed decisions that lead to schoolwide standards, how the new structures are working at various levels of the system, and how the school district is deciding how much and what kind of guidance to provide the schools. The second chapter of this report describes the progress of schools in becoming effective at making the decisions necessary for substantive instructional reform. The third and fourth chapters address central administration and the new administrative structure, clusters (a high school plus its feeder middle and elementary schools), to examine their contributions to the decentralization process. Chapter 5 considers the theory of action of the Children Achieving effort and presents some recommendations for implementation. It appears that the local school councils mandated by Children Achieving and the initiative's small learning communities have potential for strengthening school decision making, but they are not yet doing so. Administrative leadership was not yet prepared to facilitate shared decision making, and teachers did not perceive that local school councils would benefit instruction or student achievement. Recommendations address many issues related to accountability and implementation of the initiative. (Contains 19 tables and 10 references.) (SLD)
Anmerkungen	Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325; telephone: 215-573-0700; Children Achieving Challenge, c/o Greater Philadelphia First, 1818 Market Street, Suite 3510, Philadelphia, PA 19103-3681; telephone: 215-575-2200; fax: 215-575-2222.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC