Principals in Urban Schools under Pressure: Relations with Parents in the Era of Test-Based Accountability

Autor/inn/en	Conwell, Jordan A.; Ispa-Landa, Simone
Titel	Principals in Urban Schools under Pressure: Relations with Parents in the Era of Test-Based Accountability
Quelle	In: Urban Education, 58 (2023) 9, S.2089-2117 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conwell, Jordan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920937764
Schlagwörter	Urban Schools; Principals; Decision Making; Administrator Attitudes; Parent Participation; Accountability; Public Schools; Scores; Achievement Tests; Achievement Gains; Educational Policy; Parent School Relationship; Educational Legislation; Federal Legislation; Kindergarten; Elementary Secondary Education; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Principal; Schulleiter; Decision-making; Entscheidungsfindung; Elternmitwirkung; Verantwortung; Public school; Öffentliche Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; Politics of education; Bildungspolitik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals' views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Viewing principals in urban schools as street-level bureaucrats who have discretion in how they implement policy demands offers a way to understand variation in principals' decisions about parent involvement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01