Literaturnachweis - Detailanzeige
| Autor/in | Davidson, Betty M. |
|---|---|
| Titel | The Influence of the Central Office on School Restructuring: A Study of Selected Accelerated Schools. |
| Quelle | (1993), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrative Policy; Central Office Administrators; Elementary Education; Participative Decision Making; Public Schools; School Based Management; School Districts; School Restructuring |
| Abstract | School restructuring, or school-based management, is one of the most widely discussed educational reform movements. School restructuring improves education by giving teachers and principals more independence and responsibility in the educational process. The accelerated-schools process provides a means for school restructuring, emphasizing unity of purpose, empowerment, and building on strengths to move at-risk students forward. This paper examines the change process that occurred in four elementary schools in the South and Southwest that moved from a conventional mode of school organization to a participatory mode by implementing the accredited schools model. The paper focuses especially on the interactions between the role of the central district office and the school in the accelerated schools process. The schools were located in urban areas and had high percentages of low-income, minority students. The study utilized the case study method involving an assortment of research strategies, including interviews, observation, document reviews, and surveys. Questions solicited information about the status of the school before restructuring as well as about factors that influence the change process. Most of the schools had a traditional top-down relationship with their central offices before they began the accelerated schools process. Several factors influenced change in the role of the central office: principal and teacher role changes, curriculum and teaching changes, and assistance from a university. Overall, district offices had little influence on school restructuring, but among those that did, support for site-based management lessened barriers to change. Schools fundamentally changed even without direct district facilitation or support. (JPT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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