Necessary but Insufficient: Three Linked Efforts To Restructure NYC Public Schools in 1990-1991.

Autor/in	Zuckerman, David W.
Titel	Necessary but Insufficient: Three Linked Efforts To Restructure NYC Public Schools in 1990-1991.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Participative Decision Making; Program Effectiveness; Public Schools; School Based Management; School Restructuring; Systems Approach + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Schulreformplan; Schulumwandlung; Systemischer Ansatz
Abstract	Evaluations of school restructuring, particularly school-based management (SBM) and shared decision making (SDM), have tended to focus on problems of implementation and on its consequent failure to fulfill its promises. Inadequate resources, unclear responsibilities, inhibiting regulations, and institutional resistance have all been cited as reasons for failure. Some argue that even so holistic a concept as "school restructuring" cannot hope to succeed without an even more embracing approach: systemic reform. In early 1990, New York City Public Schools came under new leadership and efforts were made to implement SBM and SDM. A systemic reform effort was attempted by the Board of Education, International Business Machines (IBM), and several foundations. A study of this effort found that by traditional measures, the reform effort had little success. However, SDM at the six schools studied did gather human resources for change even when faced with little time, no authority, and insufficient resources. SDM teams also helped focus school issues and problems. However, small and large political problems within teams and between teams and the Board of Education did hinder restructuring. Structures and resources necessary to accomplish restructuring goals were not present in most schools and there was little evidence of a transformation. (Contains 22 references.) (JPT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC