Is Decentralization of Control a Partial Answer in Big City School Districts?

Autor/in	Cunningham, Luvern L.
Titel	Is Decentralization of Control a Partial Answer in Big City School Districts?
Quelle	(1969), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Activism; Administrative Organization; Community Involvement; Decentralization; Educational Finance; Educational Programs; Governance; Models; School District Autonomy; Teacher Militancy; Urban Schools + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Decentralisation; Dezentralisierung; Bildungsfonds; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Analogiemodell; School district; School districts; Autonomy; School autonomy; Schulautonomie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	One possible solution to the problems of urban schools--such as student disenchantment, community tension, and teacher aggressiveness--is to give some of the control over school districts back to the communities themselves, that is, to reverse the trend of centralization. Concerning school government, three types of values need to be considered--those concerned with the school program, those having to do with the financing of education, and those having to do with the consumer of public education. A study of the Louisville and Jefferson County, Kentucky schools recommended a mixed pattern of educational government for that area, but the plan was never implemented. Nevertheless, experimentations with new forms of educational government are needed as a prelude to large-scale educational government reform. Two types of these experiments are invention and adaptation. Invention would include models of the completely planned, future-oriented urban environment without reference to existing economic, political, or social institutions. The adaptation model would be created out of existing social, political, and economic systems but capable of substantial adaptation to achieve a set of logically determined values. Decentralization is concluded to be no more than a partial answer in big-city school districts. (HW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01