San Diego's Big Boom: District Bureaucracy Supports Culture of Learning. A Research Report. Document R-02-2

Autor/in	Hightower, Amy M.
Institution	Center for the Study of Teaching and Policy, Seattle, WA.
Titel	San Diego's Big Boom: District Bureaucracy Supports Culture of Learning. A Research Report. Document R-02-2
Quelle	(2002), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Administrative Organization; Change Strategies; Central Office Administrators; Organizational Culture; Urban Schools; Community Involvement; Organizational Theories; Educational Theories; School Restructuring; Principals; Instructional Improvement; Improvement Programs; Educational Policy; Instructional Effectiveness; School Districts; Responses; Educational Environment; Instructional Leadership; Student Improvement; Elementary Secondary Education; Policy Analysis; California + Suchen Sie Ihr Suchwort? Bildungsreform; Lösungsstrategie; Unternehmenskultur; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Organisationstheorie; Educational theory; Theory of education; Bildungstheorie; Schulreformplan; Schulumwandlung; Principal; Schulleiter; Unterrichtsqualität; Effizienzsteigerung; Politics of education; Bildungspolitik; Unterrichtserfolg; School district; Schulbezirk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; Politikfeldanalyse; Kalifornien
Abstract	This paper contributes to an emerging body of literature on school districts as active partners in education reform. Using qualitative methods, it details the first three years of a major districtwide initiative in San Diego City Schools as reformers sought to orient central office bureaucracy around an instructional agenda. This paper both describes the major thrusts of the reform, including reactions of participants, and wrestles with the notion that large-scale, systemic change in an entrenched urban district may require strong, even bureaucratic, methods to transition the system into supporting a culture focused on instruction. (Contains 4 endnotes.) (Author).
Anmerkungen	Center for the Study of Teaching and Policy (CTP). University of Washington, Box 353600, Seattle, WA 98195-3600. Tel: 206-221-4114; Fax: 206-616-8158; e-mail: ctpmail@u.washington.edu; Web site: http://www.ctpweb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10