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| Autor/in | Kennedy, Kerry J. |
|---|---|
| Titel | School-Site Decision Making in Multicultural Education: An Australian Perspective. |
| Quelle | (1984), (41 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Community Control; Cultural Context; Decision Making; Educational Policy; Elementary Secondary Education; Federal Aid; Federal Legislation; Federal Programs; Foreign Countries; Government Role; Government School Relationship; Multicultural Education; Program Implementation; Questionnaires; School District Autonomy; School Funds; State Surveys; Australia |
| Abstract | This paper reports the results of a study of the implementation of multicultural education policy initiatives in Australia. An outline of the study's methods follows brief discussions of the emergence of multicultural education as a policy issue and the context of multicultural education in Australia. To assess the impact of multicultural education in the state of Western Australia, a federally funded small-scale grants scheme was selected as the study's focus. All grantees receiving such funds between 1979 and 1981 were requested in June 1982 to complete a questionnaire related to multicultural education implementation. Data were then analyzed from the returned questionnaires, documentary material, and interviews conducted with a subsample of questionnaire respondents. The ensuing discussion of survey results contains five information tables and covers five distinct areas of concern, including contexts for school-site decision-making and grantees' views of multicultural education. Following the subsequent presentation of survey results, field study results at each of the study's nine elementary and secondary school sites, and a synthesis of field study results, the paper concludes by noting four problems connected with the national implementation of multicultural education policy, including the lack of efficacy of schemes relying on local decision-making. (JBM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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