Contrasting District Practices: School Districts That Effectively Serve Educationally Disadvantaged Children.

Autor/inn/en	Corwin, Ronald G.; Carson, Cristi L.
Institution	Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.; Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	Contrasting District Practices: School Districts That Effectively Serve Educationally Disadvantaged Children.
Quelle	(1994), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Comparative Analysis; Cultural Awareness; Educational Administration; Educational Practices; Educationally Disadvantaged; Elementary Secondary Education; Multicultural Education; Organization; Parent Participation; Power Structure; Professional Autonomy; School Districts; Standards; Urban Schools; Arizona; California; Nevada + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Cultural identity; Kulturelle Identität; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungspraxis; Multikulturelle Erziehung; Organisation; Organisationsstruktur; Elternmitwirkung; Berufsfreiheit; School district; Schulbezirk; Standard; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kalifornien
Abstract	This is an interpretive summary of information from a multiple case study of 11 school districts in California, Arizona, and Nevada conducted in the spring and fall of 1992 as part of a larger set of strategies to work on solutions to the challenges facing schools in metropolitan areas of the Pacific Southwest. Rather than presenting a set of empirical findings, this paper constructs a hypothetical district as a composite ideal, the "high-performance district." The high-performance district has a distinctive pattern of organization attributed to: (1) the school board, the superintendent and other administration, (2) the structure of authority and incentives, and (3) school programs and support facilities. Its programs are the logical outcomes of its history, and characteristically include innovation, a multicultural focus, high standards, and flexible organizational designs. The teachers are regraded as competent, treated as professionals, and provided with inservice educational programs. Community relations are characterized by respect for the cultural integrity of diverse households and opportunities for parent and family involvement. Four tables and three figures present information from the case studies. (Contains 12 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC