Decentralization: Achieving Reform.

Autor/inn/en	Fantini, Mario D.; Gittell, Marilyn
Titel	Decentralization: Achieving Reform.
Quelle	(1973), (170 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrative Organization; Case Studies; Change Strategies; City Government; Community Control; Decentralization; Educational Administration; Educational Policy; Governance; Policy Formation; Political Issues; Public Education; Public Policy; Social Change; Urban Schools + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Decentralisation; Dezentralisierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Politische Betätigung; Politischer Faktor; Öffentliche Erziehung; Öffentliche Ordnung; Sozialer Wandel; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Demands for urban decentralization and community control are indexes of the inaccessibility, irresponsibility, and unresponsiveness of the institutions of urban government in the 1970's. How and why these institutions have become the focus of such widespread dissatisfaction can be understood only in the total context of urban politics in America, particularly those of the last several decades. Some view decentralization simply as an administrative device. Others insist that decentralization plans embody a design for meaningful shifts in power from central agencies to local communities. The concern here is primarily with the larger cities and relates to the latter conception of decentralization. All the efforts at school reform over the last two decades have suffered from the same malaise--they sought fundamental institutional change in a system that has become so resistant to change that it sees every action as a threat to established power. As dissatisfaction becomes more acute, the tendency has been to bow out of the system rather than to battle with it. If the evidence of the vital role of teacher and student attitudes as the major input to educational output is seriously regarded, minimal programs and/or central system adjustments can never work. Long-range programs and more selective staff recruitment are essential. (Author/JM)
Anmerkungen	Praeger Publishers, 111 Fourth Avenue, New York, New York 10003 ($8.00, cloth)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01