A Phenomenological Study of School Consolidation

Autor/inn/en	Nitta, Keith; Holley, Marc; Wrobel, Sharon
Institution	University of Arkansas, Education Working Paper Archive
Titel	A Phenomenological Study of School Consolidation
Quelle	(2008), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Consolidated Schools; School Culture; School Size; Phenomenology; Educational Policy; Policy Analysis; School Organization; School District Reorganization; School Choice; Educational Environment; Interviews; Cost Effectiveness; Administrator Attitudes; Student Attitudes; Teacher Attitudes; Individual Differences; Arkansas + Suchen Sie Ihr Suchwort? Consolidated school; Mittelpunktschule; Zentralschule; Schulkultur; Schulleben; Phenomenological psychology; Phänomenologie; Psychologie; Politics of education; Bildungspolitik; Politikfeldanalyse; School organisation; Schulorganisation; Choice of school; Schulwahl; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interviewing; Interviewtechnik; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Schülerverhalten; Lehrerverhalten; Individueller Unterschied
Abstract	This phenomenological study of school consolidation is an investigation of how education policy that dictates the reorganization of schools and districts impacts educational choices, learning environments, and school culture. Although quality studies of optimal school size for promoting student achievement and cutting costs have emerged in the consolidation literature, few rigorous studies exist that investigate the affective costs and benefits of school consolidation policies. We present the findings from twenty-five interviews in four Arkansas school districts with students, teachers, and administrators who moved as a result of district consolidation, as well as those who were already in receiving schools. In addition to evidence verifying and throwing into doubt arguments in the existing literature both supporting and opposing consolidation, we report evidence of three new themes: 1) those moving schools and in receiving schools have different experiences, with those moving much more affected; 2) adults and children are affected differently, with children much more adaptable; and 3) some promising consolidation strategies to mitigate the problems of consolidation have begun to emerge. (Contains 2 tables.) (As Provided).
Anmerkungen	Education Working Paper Archive. Department of Education Reform, University of Arkansas, 201 Graduate Education Building, Fayetteville, AR 72701. Tel: 479-575-3172; Fax: 479-575-3196; e-mail: edreform@uark.edu; Web site: http://www.uark.edu/ua/der/EWPA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10