Functional Urban Schools Amid Dysfunctional Settings: Lessons from South Africa

Autor/inn/en	Mawdsley, Ralph D.; Bipath, Keshni; Mawdsley, James L.
Titel	Functional Urban Schools Amid Dysfunctional Settings: Lessons from South Africa
Quelle	In: Education and Urban Society, 46 (2014) 3, S.377-394 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512449859
Schlagwörter	Foreign Countries; Accountability; Educational Policy; Educational Change; Educational Improvement; Principals; Disadvantaged Schools; Urban Schools; Federal Legislation; Educational Legislation; Standardized Tests; Measures (Individuals); Educational Quality; Comparative Analysis; Qualitative Research; Leadership Qualities; Leadership Effectiveness; Educational Objectives; South Africa; United States + Suchen Sie Ihr Suchwort? Ausland; Verantwortung; Politics of education; Bildungspolitik; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bundesrecht; Bildungsrecht; Schulgesetz; Standadised tests; Standardisierter Test; Messdaten; Quality of education; Bildungsqualität; Qualitative Forschung; Führungseigenschaft; Führungseffizienz; Educational objective; Bildungsziel; Erziehungsziel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	Similar to Dickens's "Tale of Two Cities", this research study is about a tale of two schools. The first type of school is a dysfunctional school. Dysfunctional schools are schools in a state of chaos (Shipengrower & Conway, 1998). The second school is that of order. The researchers refer to this school as a functional school. In 2003, the functional school in this research project scored a 100% pass rate in the Senior Certificate Examination (SCE), whereas the dysfunctional school scored 57.35%. Dysfunctional schools, known as "failing schools" are usually found in the poorest neighborhood, where children are mostly Black or immigrants who are not proficient in English. One of the casualties of the apartheid era has been the diminishing authority of the school principal. The aim of this research is to investigate the role of the leader in managing a functional school situated in a dysfunctional environment in the Gauteng province of South Africa. The research study is also directed at predicting the characteristics of dysfunctional/functional schools in the Gauteng province of South Africa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10