Inside the Black Box of School Autonomy: How Diverse School Providers Use Autonomy for School Improvement

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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01