An Analysis of the State Role in Urban Educational Systems: The Case of Illinois. A Report to the Superintendent of Public Instruction, State of Illinois.

Autor/inn/en	Cresswell, Anthony M.; und weitere
Institution	Northwestern Univ., Evanston, IL. Center for Urban Affairs.
Titel	An Analysis of the State Role in Urban Educational Systems: The Case of Illinois. A Report to the Superintendent of Public Instruction, State of Illinois.
Quelle	(1974), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Change Agents; Change Strategies; Collective Bargaining; Conflict; Conflict Resolution; Curriculum; Educational Finance; Educational Policy; Educational Practices; Educational Principles; Educational Problems; Governance; School Desegregation; School Districts; Social Action; State Action; State School District Relationship; State Standards; Teacher Certification; Urban Education; Illinois + Suchen Sie Ihr Suchwort? Verantwortung; Lösungsstrategie; Tarifverhandlung; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Curricula; Lehrplan; Rahmenplan; Bildungsfonds; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsprinzip; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Integrative Schule; School district; Schulbezirk; Soziales Handeln; Staatliche Intervention; Staatliches Schulamt; Stadtteilbezogenes Lernen
Abstract	What the role of the state should be to improve education in large cities is the central question guiding this study. The first section of this paper maps the field of action by describing, in rough outline, the structure of school governance in Illinois. The second section examines seven major issues in terms of that structure, and three basic questions about the prospects for state action. Those questions are: how important the issues are, what the role of the state is, and, whether action is possible. The seven issues are: school desegregation and equality of educational opportunity, school finance, school governance, power relationships, collective bargaining, accountability, teacher certification, and curriculum content and control. These issues are chosen on the basis of their importance and salience. The issues are presented for discussion in order of priority in order to provide a guide for state action. The criterion of priority is the severity of the problem the issue presents to the State Board in terms of its relationship with the city schools. The more complex the problem, in both political and educational terms, the higher it is on the list. Three major themes which emerged from the study are presented in the form of dilemmas around which the decisions and problems of the state role seem to revolve. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC