Literaturnachweis - Detailanzeige
| Autor/inn/en | Flanigan, J. L.; Richardson, M. D. |
|---|---|
| Titel | Deregulated Schools: A Research Study. |
| Quelle | (1991), (25 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Administrator Attitudes; Educational Innovation; Elementary Secondary Education; Public Schools; School Effectiveness; School Organization; School Restructuring; South Carolina |
| Abstract | As the decade of the 1990s began, there was uncertainty concerning the educational reforms attempted in the 1980s. This paper focuses on how deregulated schools in South Carolina reacted to the opportunity to create new programs to meet the needs of the community and students. Research indicates there is an improvement in the teachers' working conditions but no corresponding increase in student achievement. South Carolina's answer to this and other concerns was the passage of the "Flexibility Through Deregulation Program" where the legislature encourages productive and successful schools to initiate new and innovative ideas and programs to meet student needs. An overview of the goals and key provisions is given, focusing on deregulation and its implications. A discussion on the search for determining the most efficient and effective means to operate public schools raises issues such as administrator accountability in school deregulation, allocation of authority, and educational equity. Detailed is deregulation South Carolina style, citing examples of changes in regulatory practice. A summary of research profiles the changes and effects deregulation has on school programs. Findings include that the most significant factor that motivated schools to become deregulated was the desire to improve student learning. Types of changes are illustrated. (17 references) (RR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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