Literaturnachweis - Detailanzeige
| Autor/inn/en | Shakeel, M. Danish; DeAngelis, Corey A. |
|---|---|
| Titel | Who is More Free? A Comparison of the Decision-Making of Private and Public School Principals |
| Quelle | In: Journal of School Choice, 11 (2017) 3, S.442-457 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1558-2159 |
| DOI | 10.1080/15582159.2017.1345235 |
| Schlagwörter | Comparative Analysis; Decision Making; Principals; School Policy; Elementary Secondary Education; National Surveys; School Choice; Academic Achievement; Professional Autonomy; Administrator Attitudes; Instructional Leadership; Statistical Analysis; Administrator Characteristics; Private Schools; Public Schools; Schools and Staffing Survey (NCES) |
| Abstract | While substantial school choice research focuses on student achievement outcomes, little has explored the mechanisms involved in producing such outcomes. We present a comparative analysis of private and public school principals using data from the School and Staffing Survey (SASS) 2011-2012. We add to the literature by examining the differences in private and public school principals' abilities to influence important decisions at their schools from a nationally representative sample of 9,230 school principals. Results indicate that private school leadership exhibits more autonomy in influencing school level policies, perhaps explaining private school advantages. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
