How Do States Influence Leadership in Small Districts?

Autor/inn/en	Louis, Karen Seashore; Thomas, Emanda; Anderson, Stephen
Titel	How Do States Influence Leadership in Small Districts?
Quelle	In: Leadership and Policy in Schools, 9 (2010) 3, S.328-366 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	State School District Relationship; School District Size; Educational Policy; State Standards; Public Policy; Politics; Administrator Attitudes; Superintendents; Networks; Influences; Vertical Organization; Power Structure; Missouri; Nebraska; Oregon; Texas + Suchen Sie Ihr Suchwort? Staatliches Schulamt; School district; School districts; Size; Schuleinzugsbereich; Politics of education; Bildungspolitik; Öffentliche Ordnung; Politik; Schulrat; Influence; Einfluss; Einflussfaktor
Abstract	This article examines whether centrally developed initiatives at the state level have an impact on how districts in the U.S. think about their role in providing direction and support for student learning, and also examines how districts view the strategies that state governments use to initiate change at the local level. Our focus is on smaller districts, a context that has been underexamined in recent investigations of the effects of the changing educational policy environment. Our framework draws on perceptions of power, networking, and loose coupling to examine four small districts. Our study suggests that there is considerable variation in how smaller districts react to state standards and accountability, but none of the four districts describe their situation in ways that suggest that they feel besieged or victimized by state standards. All four saw themselves as being able to harness state policy to local priorities. There were, however, differences between the districts' orientations to state policy that correspond to the larger political culture of the state in which they are located. (Contains 2 tables and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10