Organizational Structures and Interpersonal Relations: Policy Implications for Schools Reaching Out.

Autor/in	Zeldin, Shepherd
Institution	Institute for Responsive Education, Boston, MA.
Titel	Organizational Structures and Interpersonal Relations: Policy Implications for Schools Reaching Out.
Quelle	(1990), (46 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Role; Community Involvement; Educational Change; Educational Policy; Educational Practices; Elementary Education; Elementary Schools; Family School Relationship; Low Income Groups; Middle Schools; Organizations (Groups); Parent Participation; Principals; Program Implementation; School Community Relationship; School Culture; School Restructuring; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Elementarunterricht; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Elternmitwirkung; Principal; Schulleiter; Schulkultur; Schulleben; Schulreformplan; Schulumwandlung; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Based on visits to 11 schools in 6 urban areas across the country, this article describes the perspectives and behavioral responses of school staff to "reaching out" policies that lead schools to form partnerships with parents and community organizations for the purpose of enhancing children's development and academic achievement. All of the schools were members of the Institute for Responsive Education's League of Schools Reaching Out and served many children from poverty areas. A brief introduction is followed by sections concerning: (1) policy implementation in three districts; (2) policies and organizational structures; (3) the principal as intermediary; (4) school culture and shared decision-making; (5) interactions among teachers and parents; and (6) policy implications related to structures and interpersonal relations. Findings indicated that sustained attention over a relatively long period of time is required for the formation of working partnerships among schools and parents. Reaching out programs are dependent on process, and the school principal is the key actor in the implementation of policies. Implementation ultimately depends on the degree to which teachers can reach out to parents in ways that facilitate participation. Citations number 23. (RH)
Anmerkungen	Institute for Responsive Education, 605 Commonwealth Avenue, Boston, MA 02215 ($5.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC