District Office Support of School Restructuring: Case Study Results and Theoretical Implications.

Autor/in	Kuo, Victor
Titel	District Office Support of School Restructuring: Case Study Results and Theoretical Implications.
Quelle	(1998), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Change Agents; Change Strategies; Educational Change; Educational Theories; Elementary Secondary Education; School Restructuring; School Support + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Schulreformplan; Schulumwandlung; Schulförderverein
Abstract	This study by the Accelerated Schools Project at Stanford University explores the factors that were prominent in district office support of school reform. The paper details findings from case studies conducted between 1995 and 1997 of three district offices that have been supportive of Accelerated Schools and school restructuring. For the study, three subquestions were developed based upon the philosophy of the Accelerated Schools model and previous surveys: (1) What were the roles of school-site and district-office personnel with respect to school reform?; (2) What activities did the district office conduct to support school reform?; and (3) How can the decision-making processes between the district office and school sites be characterized? The three districts that were a part of this study were located in suburban settings. The findings, presented in light of recent advances within neoinstitutional theory, suggest that a theory of organizational maintenance and change may be applied to understanding how district offices may support the long-term success of Accelerated Schools as well as school restructuring in general. Furthermore, results show the importance of recognizing that such change depends on elements beyond the school site. Propositions for future research are suggested. (Contains 32 references and 4 appendices.) (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC