Building a School Leadership Programme: An American Paradox of Autonomy and Accountability

Autor/inn/en	Reyes-Guerra, Daniel; Russo, Marianne R.; Bogotch, Ira E.; Vásquez-Colina, Maria D.
Titel	Building a School Leadership Programme: An American Paradox of Autonomy and Accountability
Quelle	In: School Leadership & Management, 34 (2014) 4, S.414-437 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2014.943172
Schlagwörter	Accountability; Institutional Autonomy; Leadership Training; Program Development; College School Cooperation; Partnerships in Education; School Turnaround; Governance; School District Autonomy; Participant Satisfaction; Curriculum Development; Workshops; Program Administration; Group Dynamics; Conflict; Interviews; Compliance (Legal); Empowerment; Educational Opportunities; Educational Innovation; Models; Qualitative Research; Grounded Theory; Case Studies + Suchen Sie Ihr Suchwort? Verantwortung; Institutionelle Autonomie; Führungslehre; Programmplanung; Hochschulpartnerschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernwerkstatt; Schulung; Gruppendynamik; Konflikt; Interviewing; Interviewtechnik; Bildungsangebot; Bildungschance; Instructional innovation; Bildungsinnovation; Analogiemodell; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university-school district partnership designed to develop turnaround administrators by exploring the tensions between autonomy and accountability. The findings indicate that mandates "force" educators to find new spaces that are contextually appropriate and effective in exercising their autonomy and accountability within a conceptual model for partnerships between schools, districts, universities and the governing bodies that regulate them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10