New York City's Children First Networks: Turning Accountability on Its Head

Autor/inn/en	Wohlstetter, Priscilla; Smith, Joanna; Gallagher, Andrew
Titel	New York City's Children First Networks: Turning Accountability on Its Head
Quelle	In: Journal of Educational Administration, 51 (2013) 4, S.528-549 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231311325686
Schlagwörter	Urban Areas; Networks; Educational Improvement; Urban Schools; Accountability; School Districts; Educational Change; Change Strategies; Teamwork; Organizational Theories; Learning Theories; Interviews; Administrator Attitudes; Principals; Superintendents; Educational Administration; Public Schools; Institutional Cooperation; Organizational Development; Qualitative Research; New York + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Teaching improvement; Unterrichtsentwicklung; Urban areas; School; Schools; Stadt; Schule; Verantwortung; School district; Schulbezirk; Bildungsreform; Lösungsstrategie; Organisationstheorie; Learning theory; Lerntheorie; Interviewing; Interviewtechnik; Principal; Schulleiter; Schulrat; Bildungsverwaltung; Schuladministration; Schulverwaltung; Public school; Öffentliche Schule; Institute; Co-operation; Cooperation; Institut; Kooperation; Organisationsentwicklung; Qualitative Forschung
Abstract	Purpose: The purpose of this paper is to report findings from an exploratory study of New York's Children First Networks (CFNs); to examine what is known about the CFNs thus far, drawing on new empirical research, as well as document review and analysis of secondary sources. Design/methodology/approach: Organizational learning theory guided this qualitative study. As such, in-depth interviews conducted with central office staff, network leadership teams, cluster leaders, and principals focused on the flow and management of information within the networks; the ways in which stakeholders developed shared meanings; how collective intelligence was built and transmitted; and organizational responses to the early experience of the CFNs. Findings: Findings highlight the tools and processes the NYC Department of Education (DOE) has put into place to operationalize the CFNs. Respondents identified as critical the replacement of supervisory leadership from the district with customization of services provided by the network teams to promote principal-led reforms. Increased efficiency was noted by interviewees, but a number of challenges in the reform's implementation also surfaced that point to the limitations of the CFNs as a capacity-building mechanism. Research limitations/implications: As an exploratory study, this research is intended to inform larger-scale, mixed-methods investigations of school networks, especially those implementing reforms aimed at improving teaching and learning in schools. Research is needed into the resource exchanges between individuals and groups in networks, what differentiates high-performing from lower-performing networks, and how data are used to inform the evolution of network structures and practices. Originality/value: This study is the first peer-reviewed article on the evolution of New York City's Children First Networks. (Contains 3 figures, 1 table, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10