Literaturnachweis - Detailanzeige
Autor/inn/en | Hashim, Ayesha K.; Bush-Mecenas, Susan; Strunk, Katharine O.; Marsh, Julie A. |
---|---|
Titel | Inside the Black Box of School Autonomy: How Diverse School Providers Use Autonomy for School Improvement |
Quelle | In: Leadership and Policy in Schools, 21 (2022) 4, S.830-855 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1570-0763 |
DOI | 10.1080/15700763.2020.1863433 |
Schlagwörter | Educational Improvement; Institutional Autonomy; Instructional Leadership; Correlation; Teacher Attitudes; Collegiality; Case Studies; Principals; Administrator Surveys; School Administration; Governance; Educational Planning; Educational Practices; Capacity Building; School Districts; Elementary Secondary Education; Educational Policy; School Choice; Organizational Change; Institutional Evaluation; Scoring Rubrics; California (Los Angeles) Teaching improvement; Unterrichtsentwicklung; Institutionelle Autonomie; Instruction; Leadership; Bildung; Erziehung; Führung; Korrelation; Lehrerverhalten; Kollegialität; Case study; Fallstudie; Case Study; Principal; Schulleiter; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Bildungsplanung; Bildungspraxis; School district; Schulbezirk; Politics of education; Choice of school; Schulwahl; Organisationswandel; Scoring formulas; Auswertungsbogen |
Abstract | Districts are relying on school autonomy to help schools differentiate educational programming for students and improve low-performing schools, yet we know little about how schools use autonomy in practice. Drawing on school case study and principal survey data from the Los Angeles Unified School District, we find variation in perceived school leader autonomy stemming from each school model's governance design, district-provided capacity building, and other organizational conditions. Principal perceptions of autonomy are positively associated with perceived implementation ease of school plans which, in turn, is positively related to reports of teacher collegiality and responsive school practices. (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 | 2024/1/01 |