A Case of Educational Reform from the Ground up: Involving Ethnic Minority Parents in the Life of the School in South East Europe

Autor/in	Frost, David
Titel	A Case of Educational Reform from the Ground up: Involving Ethnic Minority Parents in the Life of the School in South East Europe
Quelle	In: Improving Schools, 15 (2012) 2, S.163-178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480212450234
Schlagwörter	Foreign Countries; Educational Change; Parent School Relationship; Ethnic Groups; Minority Groups; Teacher Leadership; Parents; Surveys; Principals; Case Studies; Albania; Bosnia and Herzegovina; Bulgaria; Croatia; Europe; Kosovo; Macedonia; Moldova; Montenegro; Romania; Serbia + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ethnie; Ethnische Minderheit; Lehrerfunktionsstelle; Eltern; Survey; Umfrage; Befragung; Principal; Schulleiter; Case study; Fallstudie; Case Study; Albanien; Bosnia-Herzegovina; Bosnien-Herzegowina; Bulgarien; Kroatien; Europa; Moldava; Moldau (Republik); Moldau; Moldawien; Moldawa; Moldowa; Rumänien; Serbien
Abstract	This article explores the challenge of education reform and presents an alternative to dominant approaches. In doing so, it draws on the work of three projects: first, the "Advancing Education Quality and Inclusion" initiative; second, the APREME (Advancing the Participation and Representation of Ethnic Minorities in Education) project which followed it; and third, the International Teacher Leadership project with which these two projects had strong links. The article discusses the large-scale survey of parents and school principals across 10 countries in South East Europe and the follow-up case studies in five of these countries. The focus then shifts to the practical intervention which was based on the idea of non-positional teacher leadership. Reports of all three projects are analysed to support a particular view of education reform led by teachers' own development initiatives. (Contains 1 figure.) (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10