Empowering Teachers and Parents: School Restructuring through the Eyes of Anthropologists.

Sonst. Personen	Hess, G. Alfred, Jr. (Hrsg.)
Titel	Empowering Teachers and Parents: School Restructuring through the Eyes of Anthropologists.
Quelle	(1992), (272 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-89789-276-3
Schlagwörter	Stellungnahme; Educational Anthropology; Educational Vouchers; Elementary Secondary Education; Parent Participation; Participative Decision Making; Qualitative Research; School Based Management; School Choice; School Restructuring; Teacher Influence + Suchen Sie Ihr Suchwort? Pädagogische Anthropologie; Educational voucher; Bildungsgutschein; Elternmitwirkung; Qualitative Forschung; Choice of school; Schulwahl; Schulreformplan; Schulumwandlung
Abstract	Elmore (1990) has presented two contrasting models of school restructuring, each with different views about who is empowered--teachers or parents. This book examines what happens when schools and school districts attempt to implement either of these models. Following the introduction, "Examining School Restructuring Efforts," by G. Alfred Hess, Jr., the first part contains the following six articles on empowering teachers: (1) "Work That Is Real: Why Teachers Should Be Empowered" (William Ayers); (2) "Rural Science and Mathematics Education: Empowerment through Self-Reflection and Expanding Curricular Alternatives" (Mary Jo McGee Brown); (3) "The Dangers of Assuming a Consensus for Change: Some Examples from the Coalition of Essential Schools" (Donna E. Muncey and Patrick J. McQuillan); (4) "Empowerment of Teachers in Dade County's School-Based Management Pilot" (Marjorie K. Hanson, Don R. Morris, and Robert A. Collins); (5) "Conflict in Restructuring the Principal-Teacher Relationship in Memphis" (Carol Plata Etheridge and Thomas W. Collins); and (6) "Rural Responses to Kentucky's Education Reform Act" (Pamela Coe and Patricia J. Kannapel). Part 2 presents the following studies of parent empowerment: (7) "The Case for Parent and Community Involvement" (Donald R. Moore); (8) "Who's Making What Decisions: Monitoring Authority Shifts in Chicago School Reform" (G. Alfred Hess, Jr. and John Q. Easton); and (9) "School Reform in East Harlem: Alternative Schools vs. 'Schools of Choice'" (Diane Harrington and Peter W. Cookson, Jr.). Part 3 contains the following articles that examine some of the ways in which anthropologists, as qualitative researchers, can conduct relevant policy research: (10) "The Role of Anthropologists in Restructuring Schools" (Thomas G. Carroll); (11) "Critical Friends in the Fray: An Experiment in Applying Critical Ethnography to School Restructuring" (John M. Watkins); and (12) "Through the Eyes of Anthropologists" (G. Alfred Hess, Jr.). A bibliography of 205 references and an index are included. (LMI)
Anmerkungen	Bergin & Garvey, Greenwood Publishing Group, 88 Post Road West, Box 5007, Westport, CT 06881 (paperback: ISBN-0-89789-276-3, $18.95; hardcover: ISBN-0-89789-275-5, $49.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC