Democratic (Dis)engagement in School District Decentralization: A Critical Analysis of Actors and Coalitions

Autor/inn/en	Sampson, Carrie; Diem, Sarah
Titel	Democratic (Dis)engagement in School District Decentralization: A Critical Analysis of Actors and Coalitions
Quelle	In: Leadership and Policy in Schools, 21 (2022) 3, S.657-678 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sampson, Carrie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1836230
Schlagwörter	School Districts; Administrative Organization; Leadership Training; Educational Policy; Policy Formation; Urban Schools; Rural Schools; Suburban Schools; Politics of Education; Kindergarten; Elementary Secondary Education; Educational Change; Advocacy; Policy Analysis; State Legislation; Legislators; School District Reorganization; Demography; Nevada + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Führungslehre; Politics of education; Bildungspolitik; Politische Betätigung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Educational policy; Bildungsreform; Sozialanwaltschaft; Politikfeldanalyse; Landesrecht; Demografie
Abstract	Leaders of education policy continue to decentralize school districts, particularly in predominately large urban districts, despite mixed results from this reform. In this article, we seek to explain how decentralization came to fruition through the policymaking process in one of the largest and most diverse districts in the United States that serves urban, suburban, and rural communities. Employing concepts related to advocacy coalitions and critical policy analysis, our analysis suggests that the policymaking process to decentralize this district was complex, messy, and political with clear delineations between those voices that were (un)heard and (un)involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01