Literaturnachweis - Detailanzeige
| Autor/inn/en | Richardson, Michael D.; und weitere |
|---|---|
| Titel | School Deregulation: A Second Look at South Carolina. |
| Quelle | (1993), (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Role; Decision Making; Educational Change; Elementary Secondary Education; Individual Power; Principals; Public Schools; School Based Management; School District Autonomy; School Surveys; State School District Relationship; Teacher Role; South Carolina |
| Abstract | Deregulation in South Carolina schools was designed to give schools flexibility in meeting state and federal guidelines and student achievement goals. A survey of principals and faculty of deregulated schools examined how they perceived themselves as change agents. A questionnaire was sent to each principal and one faculty member in each of the state's 195 deregulated schools. The schools were free from certain regulations on class scheduling and structure, and monitoring and assessment. Responses were received from 50 percent of the principals and 41 percent of the faculty members. The results indicated that 89 percent of principals and 76 percent of faculty perceived themselves as risk takers who act as change agents in their schools. Inadequate funding and the potential impermanence of deregulation were cited as constraints to deregulation. Both groups also believed that change was a personal process as well as an organizational process that required planning and commitment. Also, both groups defined deregulation similarly, including its positive and negative effects. The most important effect of deregulation found was the lack of innovation or creativity reported by respondents. Although the state's stated purpose for deregulation was to encourage flexibility in meeting student needs, the majority of respondents said that deregulation had not resulted in greater flexibility. (Contains 15 references.) (JPT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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