"External" Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives

Autor/in	Honig, Meredith I.
Titel	"External" Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives
Quelle	In: Peabody Journal of Education, 84 (2009) 3, S.394-413 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	School Restructuring; Educational Improvement; Instructional Leadership; Partnerships in Education; Comparative Analysis; Case Studies; School District Autonomy; Politics of Education; Interviews; Program Implementation; Technical Assistance; Consultation Programs; Governance; Organizations (Groups) + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Teaching improvement; Unterrichtsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Hochschulpartnerschaft; Case study; Fallstudie; Case Study; School district; School districts; Autonomy; School autonomy; Schulautonomie; Educational policy; Bildungspolitik; Interviewing; Interviewtechnik; Technische Hilfe; Fachberatung; Education; Financing; Steuerung; Finanzierung
Abstract	Members of organizations traditionally outside public school systems have begun to take on central, and in some cases internal, leadership roles and responsibilities in the implementation of ambitious educational improvement initiatives. How are these arrangements playing out in practice? This article explores that question with a 3-year qualitative investigation of the participation of two such organizations--a school reform support organization and a consortium of foundations--in the implementation of new small autonomous schools initiatives in Oakland (California) and Chicago. Using Malen's politics of implementation framework, this article reveals how external organizations influenced the implementation of district initiatives with significant consequences for both the reform strategy and their own ability to sustain their involvement in implementation over time. The article concludes with implications for the research and practice of educational leadership. (Contains 1 table and 4 footnotes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10