Literaturnachweis - Detailanzeige
| Autor/in | Taylor, Mary Jean |
|---|---|
| Titel | Leadership Responses to Desegregation in the Denver Public Schools: A Historical Study, 1959-1977. |
| Quelle | (1992), (20 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Board Administrator Relationship; Board of Education Role; Boards of Education; Conflict Resolution; Elementary Secondary Education; Governance; Local Issues; Politics of Education; School Desegregation; School District Autonomy; Superintendents |
| Abstract | Findings from a study that examined leadership responses to the conflict and change associated with desegregation in the Denver Public Schools from 1959-77 are presented in this paper. The theoretical framework is based on conflict theory, the dissatisfaction theory of democracy, and a classification system for communities based on superintendent/board roles. Methodology involved document analysis of newspaper reports and school board minutes and interviews with key individuals, with a focus on superintendents and board members. Results indicate that conflict theory rather than dissatisfaction theory is a useful organizer for the study of leadership responses to desegregation. The changes in school governance reflected the racial and ethnic diversity that had been unacknowledged. The shift from a superintendent-dominated to a factional district contributed to decreased superintendent autonomy and increased board member interference. Alignment between the community and school governance appeared to come from a stable core of consistent voters who were committed to the survival of the system. A conclusion is that as demographic and economic forces bring change to American schools, an understanding of conflict management and the change process is increasingly important. (16 references) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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