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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Educational Governance
General Governance IssuesJournal ArticlesEJ653608 EA539989Pulling in Many Directions: A Short History of Education Governance in America. Author: Olson, Lynn Availability: http://www-writing.berkeley.edu/tesl-ej/ Journal Citation: State Education Standard, v3 n2 p8-13 Spr 2002 Publication Date: 2002 ISSN: 1540-8000 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB2003 Abstract: Provides a short history of educational governance in America during the 20th century. Includes description of the erosion of local control through court decisions, federal legislation, collective bargaining, state accountability, and parental choice. Describes alternative approaches to school governance. (PKP) EJ645963 RC515339 Slouching towards Decentralization: Consequences of Globalization for Curricular Control in National Education Systems. Author: Astiz, M. Fernanda; Wiseman, Alexander W.; Baker, David P. Availability: Theme issue: Public History. Journal Citation: Comparative Education Review, v46 n1 p66-88 Feb 2002 Publication Date: 2002 ISSN: 0010-4086 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2002 Abstract: The mingling of economic and institutional globalization forces with existing national education structures produces various paradoxical mixes of decentralized and centralized educational administration. This is demonstrated through brief case studies of education in France, the United States, Colombia, and Spain, and quantitative analysis of data on governance and classroom implementation of eighth-grade mathematics curricula in 39 countries. (SV) Descriptors: Comparative Analysis; *Decentralization; *Educational Administration; *Educational Change; Elementary Secondary Education; *Governance; Grade 8; *Mathematics Curriculum; National Curriculum Identifiers: *Globalization Descriptive Terms: Theme issue title: The Meanings of Globalization for Educational Change. EJ634051 UD523217 Organizing for Literacy Achievement: Using School Governance To Improve Classroom Practice. Author: Wohlstetter, Priscilla; Malloy, Courtney L. Availability: Journal Citation: Education and Urban Society, v34 n1 p42-65 Nov 2001 Publication Date: 2001 ISSN: 0013-1245 Language: English Document Type: Information Analysis (070); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2002 Abstract: Links current research on effective reading instruction with current theory and research on school governance and reform, beginning with an overview of historical approaches to reading curriculum and instruction and presenting current research on effective early literacy practices for K-3 students. Concludes with a discussion about school organization and policy issues that can support reading instruction. Contains references.(SM) Descriptors: *Academic Achievement; Early Reading; Elementary Secondary Education; *Governance; *Literacy Education; Poverty; *Reading Instruction; *Urban Schools EJ624688 EA538086 Policy Governance Revisited. Author: Price, William J. Availability: Journal Citation: School Administrator, v58 n2 p46-48,50 Feb 2001 Publication Date: 2001 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJOCT2001 Abstract: An administrator trainer/former superintendent's experience suggests that corporate governance models don't fit the reality of school governance in many districts. Elected board members define their roles differently than their business counterparts and derive little or no monetary benefit from public service. The "new breed" resemble political interns. (MLH) Descriptors: *Administrator Role; *Board Administrator Relationship; Definitions; *Educational Policy; Elementary Secondary Education; *Governance; Ideology; Political Influences; Politics of Education; *Role Conflict; *Superintendents Identifiers: *Corporate Culture EJ616285 EA537697 Decentralized Centralism: Framework for a Better Understanding of Governance in the Field of Education. Author: Karlsen, Gustav E. Availability: Journal Citation: Journal of Education Policy, v15 n5 p525-38 Sep-Oct 2000 Publication Date: 2000 ISSN: 0268-0939 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2001 Abstract: Focuses on decentralization as a governance strategy in education and dynamic interactions in the decentralization process. Reviews relevant research and presents some empirical data from Norway and British Columbia. Distinguishes four dynamic processes in decentralized centralism: initiation, content, levels, and simultaneity. (Contains 45 references.) (MLH) Descriptors: *Centralization; *Change Strategies; *Decentralization; Elementary Secondary Education; Foreign Countries; *Governance; *Public Policy Identifiers: *British Columbia; *Norway EJ616241 EA537618 Critical Issues in School Governance, Finance, and Management. Author: Bolton, Denny G. Availability: Journal Citation: School Business Affairs, v66 n9 p4-6,8-12,14,16-17 Sep 2000 Publication Date: 2000 ISSN: 0036-651X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2001 Abstract: The critical issue for education is how to induce the most productive use of school resources through governance, finance, and management structures that enhance student achievement. Despite inadequate research and waning public confidence, Americans want all kids to learn and achieve to high standards. (MLH) Descriptors: *Accountability; Education Work Relationship; *Educational Change; *Educational Finance; *Educational Policy; Elementary Secondary Education; *Governance; Human Capital; Outcomes of Education; Productivity; Public Support; Research Needs; *School Administration; School Business Officials; School Demography; Social Change; Standards Identifiers: *Barriers to Implementation; Resource Utilization EJ605841 SP528313 Governing America's Schools: The Shifting Playing Field. Author: Murphy, Joseph Availability: Journal Citation: Teachers College Record, v102 n1 p57-84 Feb 2000 Publication Date: February 2000 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJOCT2000 Abstract: Reviews current governance problems in education and details the range of possible governance models for post-industrial schooling. After describing problems that governance must address, the paper describes various possibilities for school governance in the future. Five types of control processes are considered. Ideological foundations of an emerging governance structure are discussed. (SM) Descriptors: Citizen Role; Community Control; Educational Change; Elementary Secondary Education; *Governance; State Regulation Identifiers: Postindustrial Society EJ584847 SP527416 Parent-Teacher Participation in the Context of School Governance. Author: Bauch, Patricia A.; Goldring, Ellen B. Availability: Journal Citation: Peabody Journal of Education, v73 n1 p15-35 1998 Publication Date: 1998 ISSN: 0161-956X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJNOV1999 Abstract: Examines literature on empowerment, and participation of parents and teachers in school decision making in the context of school governance. Discusses changing roles of parents and teachers under conditions of restructuring and examines how the changing organizational context in schools influences the nature and quality of relationships between parents and teachers. Relationships between teacher professionalism and parent empowerment are discussed. (SM) Descriptors: Elementary Secondary Education; *Governance; Parent Empowerment; Parent Participation; Parent Role; *Parent School Relationship; *Parent Teacher Cooperation; Participative Decision Making; School Community Relationship; Teacher Empowerment; Teacher Role Identifiers: *Professionalism EJ568128 SP526863 Calling the Shots. When it Comes to School Governance, Who Makes What Decisions? Author: Ingram, William B. Availability: Journal Citation: Our Children, v23 n7 p36-37 Apr 1998 Publication Date: 1998 ISSN: 1083-3080 Language: English Document Type: Journal articles (080); Reports--General (140) Journal Announcement: CIJFEB1999 Abstract: Parents need to understand the responsibilities of people at all levels of school governance. This paper discusses the role of the state government (usually state boards of education), the local school board, the superintendent, and the principal. A sidebar presents information on teamwork involving PTAs, principals, superintendents, and school boards. (SM) Descriptors: *Board of Education Role; Elementary Secondary Education; *Governance; Local Government; Parent Participation; *Participative Decision Making; Politics of Education; *Power Structure; Principals; Public Education; State Boards of Education; *State Government; State School District Relationship; Superintendents; Teamwork Identifiers: Parent Teacher Association EJ563493 UD520641 Professional Control and Lay Governance in Schools: Implications for Addressing Student Diversity. Author: Dunn, Randy J. Availability: Journal Citation: Urban Review v30 n1 p97-117 Mar 1998 Publication Date: 1998-00-00 ISSN: ISSN-0042-0972 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJOCT1998 Abstract: Explores the tension between professional control of schools through educational administrators and lay governance as provided by a board of education as this tension relates to issues of student diversity. New models of school governance are considered for their effects of teacher professionalism with respect to student diversity. A particular focus is urban education. (SLD) Descriptors: *Boards of Education; *Diversity (Student); *Educational Administration; Models; *Multicultural Education; *Urban Schools Identifiers: *Professionalism EJ558161 EA534265 A Response to Deborah Meier. Author: Sarason, Seymour Availability: Journal Citation: Phi Delta Kappan v79 n5 p361 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0031-7217 Language: English Document Type: Journal Articles (080); Viewpoints (120) Journal Announcement: CIJJUL1998 Abstract: Meier is no bleeding-heart liberal who oversimplifies difficulties involved in creating classrooms and schools reflective of productive learning contexts. Larger system of school governance is inimical to creating such contexts. In his book How Schools Might Be Governed and Why (Teacher's College Press, 1997), author argues that the present educational system cannot be rescued. As Meier suggests, odds must change or the situation will worsen. (MLH) Descriptors: Elementary Secondary Education; *Governance; *Institutional Characteristics; Program Implementation; *School Effectiveness; *School Restructuring Identifiers: *Meier (Deborah) Descriptive Terms: For Meier's article, see EA 534 264. EJ553194 UD520270 A Public Education System for the New Metropolis. Author: Hill, Paul T. Availability: Journal Citation: Education and Urban Society v29 n4 p490-508 Aug 1997 Publication Date: 1997-00-00 ISSN: ISSN-0013-1245 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJMAR1998 Abstract: Discusses public school governance and management under decentralization and explores whether decentralization can lead to school improvement. It further examines the types of external support and oversight that public schools need under decentralization, such as the functions of school boards, central offices, and teachers unions. Finally, it explains the need for further financial assistance by business and foundations. (GR) Descriptors: Accountability; *Decentralization; Educational Finance; *Governance; *Public Education; *Public Schools; *School Administration; Urban Schools Descriptive Terms: Theme issue topic: Education as a Basic Industry. EJ548994 EA533700 Report from the North. Author: Pierce, Marie Availability: Journal Citation: American School Board Journal v184 n9 p29-30 Sep 1997 Publication Date: 1997-00-00 ISSN: ISSN-0003-0953 Language: English Document Type: Journal Articles (080); Reports (141) Journal Announcement: CIJJAN1998 Abstract: School governance has recently dominated Canadian provinces' political agendas. Every province has reduced the number of school boards and centralized decision making. This article summarizes school board and funding status in each province and territory. Alberta, British Columbia, Newfoundland, Nova Scotia, Prince Edward Island, and Quebec have consolidated or plan to consolidate school districts. (MLH) Descriptors: *Boards of Education; *Centralization; *Collective Bargaining; Elementary Secondary Education; Foreign Countries; *Governance; Retrenchment; *School District Reorganization; *School Restructuring Identifiers: *Canada; Parent Advisory Councils EJ548430 UD520068 Two Eras of Urban Schooling: The Decline of the Old Order and the Emergence of New Organizational Forms. Author: Cibulka, James G. Availability: Journal Citation: Education and Urban Society v29 n3 p317-41 May 1997 Publication Date: 1997-00-00 ISSN: ISSN-0013-1245 Language: English Document Type: Journal Articles (080); Viewpoints (120); Reports (141) Journal Announcement: CIJDEC1997 Abstract: Discusses some new organizational forms and provides a taxonomy of these emergent forms in urban public education. Argues that the old urban school system's legitimacy has largely collapsed. Examines three institutional change features considered essential for reorganizing urban schools: a shifting balance among governance values; a stronger consumer role; and a new accommodation among multiple stakeholders. (GR) Descriptors: *Accountability; *Consumer Protection; Educational Change; Elementary Secondary Education; *Governance; *Government School Relationship; Parent School Relationship; Politics of Education; *Public Schools; School Effectiveness; *Urban Schools Identifiers: *Reform Efforts Descriptive Terms: Issue theme topic: Urban School Reform: The Next Steps. EJ545885 EA533519 Moving toward a Shared Governance Model for Public Schools. Author: Madsen, Jean Availability: Journal Citation: International Journal of Educational Reform v6 n2 p214-25 Apr 1997 Publication Date: 1997-00-00 ISSN: ISSN-1056-7879 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJNOV1997 Abstract: Summarizes a 1992-93 qualitative study examining how three private elementary schools used a shared-governance structure for involving participants in school-improvement efforts. Since private schools must solve their own problems and define educational directions, they benefit from autonomy. They survive by establishing a voluntary community with a collective identity and stakeholder responsibility--a suitable model for public schools. (13 references) (MLH) Descriptors: *Decentralization; *Democracy; Elementary Education; *Governance; *Models; *Participative Decision Making; *Private Schools; Public Schools EJ499155 EA530409 America's Most Precious Export. Author: Heyneman, Stephen P. Availability: Journal Citation: American School Board Journal v182 n3 p22-26 Mar 1995 Publication Date: 1995-00-00 ISSN: ISSN-0003-0953 Language: English Document Type: Viewpoints (120); Journal Articles (080) Journal Announcement: CIJJUL1995 Abstract: As a result of working on the educational problems in Russia, where more than 100 ethnic groups now control the schools, Stephen Heyneman explores the link between schooling and democratic values. Claims that one of America's greatest potential exports is its tradition of local democratic governance and that the United States could do more to extend its governance successes to post-Communist countries. (MLF) Descriptors: *Boards of Education; *Democratic Values; Elementary Secondary Education; Foreign Countries; *Governance; *International Cooperation; *Political Attitudes Identifiers: *Russia Target Audience: Policymakers DocumentsED466827 EA031766Motion To Reconsider: Education Governance at a Crossroads. The Report of the NASBE Study Group on Education Governance. Institutional Author: National Association of State Boards of Education, Alexandria, VA.(BBB21902) Availability: National Association of State Boards of Education, 277 South Washington Street, Suite 100, Alexandria, VA 22314 ($12; members $9.60). Tel: 703-684-4000; Fax: 703-836-2313; Web site: http://www.nasbe.org. Publication Date: October 1996 Language: English Document Type: Opinion papers (120); Reports--Descriptive (141) Journal Announcement: RIEFEB2003 Geographic Source: U.S.; Virginia ED458346 UD034566 Red Tape, Silver Hammers, & Shattered Ashtrays: What States and Communities Can Learn from Eight Years of Federal Reinvention. Author: Sylvester, Kathleen; Umpierre, Michael Institutional Author: Annie E. Casey Foundation, Baltimore, MD.(BBB32721) Availability: Annie E. Casey Foundation, 701 St. Paul Street, Baltimore, MD 212012. Tel: 410-223-2890; Fax: 410-547-6624; Web site: http://www.aecf.org. Publication Date: 2001 Language: English Pages: 39 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAR2002 Abstract: This report presents lessons learned from the National Partnership for Reinventing Government (NPR) and offers advice for state and local reinvention efforts, describing how NPR's leaders built political and public support and focusing on five aspects of reinvention: getting started (e.g.; creating a reinvention team, building relationships with the central budget and management agency, creating reinvention labs, using stories and measurements to build support, focusing on customers, and creating a sense of urgency); unleashing untapped human potential (e.g., recognizing good ideas that save money, moving decision making into the field, giving workers the tools they need to do their jobs, enhancing the quality of work life, and building performance partnerships); using benchmarks to improve government processes (employee work groups and surveys, performance measures, and one-stop customer service); using information technology to transform governance (government online rather than in line, user-friendly interfaces, Internet applications, and using the power of place to build support for change); and moving to balanced measures to assess results in terms of achieving agencies' missions and satisfying customers and employees. (Contains 71 endnotes.) (SM) Descriptors: Benchmarking; Federal Government; *Governance; Information Technology; Internet; Local Government; Organizational Development; Organizational Effectiveness; *Program Evaluation; *Quality Control; State Government Identifiers: *National Partnership for Reinventing Government Geographic Source: U.S.; Maryland ED457584 EA031336 School-Community Partnerships in Support of Student Learning: Taking a Second Look at the Governance of the 21st Century Community Learning Centers Program. Author: Blank, Martin J.; Hale, Elizabeth L.; Housman, Naomi; Kaufmann, Barbara; Martinez, Monica; McCloud, Barbara; Samberg, Laura; Walter, Sharon Institutional Author: Institute for Educational Leadership, Washington, DC.(BBB18552) Availability: Institute for Educational Leadership, 1001 Connecticut Ave. NW, Ste. 310, Washington, DC 20036 ($5). Tel: 202-822-8405; Fax: 202-872-4050; e-mail: iel@iel.org. Sponsoring Agency: Mott (C.S.) Foundation, Flint, MI. (BBB04331) Publication Date: 2001 ISBN: 0-937846-27-9 Language: English Pages: 56 Document Type: Reports--Evaluative (142) Journal Announcement: RIEMAR2002 Abstract: This study, the second of 2 conducted by the Institute for Educational Leadership (IEL) on the governance of the 21st Century Community Learning Centers (CCLC) program, describes the growth and development of collaborative decision-making in 4 of the initial grantee communities after 2 years of funding. IEL's first report asked the original 99 grantees: What roles do cross-sector partnerships play in implementing 21st CCLC programs? This follow-up study asks: To what extent have grantee communities developed the collaborative capacity needed to run effective programs and to recognize and move toward accomplishing the full potential of the 21st CCLC program? Findings suggest that formal, cross-sector governing bodies have functioned weakly at the community level, if at all. In addition, a 3-year grant period and an emphasis on programming have left grantees with little time or incentive to develop long-range governing strategies. The report calls on the U.S. Department of Education to continue to request 5-year grant authority from Congress for subsequent 21st CCLC grant competitions and to give priority to applicants with demonstrated collaborative capacity. It also recommends that the grant provide technical assistance to teams at the site level where it is not currently provided and could make an immediate difference. IEL's experience strongly suggests that collaborative governance is necessary both to build effective school-community initiatives and to transform 21st CCLCs from successful after-school programs to a sustainable system of community schools. Appendixes include: Year One Findings and Recommendations: A Recap and Resource Material Strengthening Partnerships: Community School Assessment Checklist. (DFR) Descriptors: Educational Change; Educational Finance; Elementary Secondary Education; *Governance; Governing Boards; *Organizational Development; Parent Participation; Parent Role; Public Schools; *School Community Programs; *School Community Relationship; *School Policy Descriptive Terms: Written with Atelia Melaville. Geographic Source: U.S.; District of Columbia ED457574 EA031323 New American Schools' Concept of Break the Mold Designs: How Designs Evolved and Why. Author: Bodilly, Susan Institutional Author: Rand Corp., Santa Monica, CA.(CIQ74890) Availability: RAND, P.O. Box 2138, Santa Monica, CA 90407-2138. (Stock No. MR-1288-NAS, $15). Tel: 877-584-8642 (Toll Free); Fax 310-451-6915; e-mail: order@rand.org. Sponsoring Agency: Ford Foundation, New York, NY. (QPX27000)@; New American Schools Development Corp. (BBB32857) Publication Date: 2001 ISBN: 0-8330-2932-0 Language: English Pages: 158 Document Type: Book (010); Reports--Evaluative (142) Journal Announcement: RIEMAR2002 Abstract: Business leaders created New American Schools (NAS) to develop "break-the-mold" designs for schools serving grades K-12. The notion of a design was meant to convey a coherent and comprehensive set of school-level practices that unified a school behind a goal of high performance by all students. These practices would cover all grades, all students in the school, and all-important functional areas of the school. The designs developed by NAS and the teams have changed significantly as they have tried to implement their designs in hundreds of schools in the districts that partnered with NAS for this purpose. These changes to designs are the subject of this report. Its purpose is to document changes to the designs over their short life span and reasons for those changes to understand better the likely contribution of this reform to student improvements. The report uses historical analysis of the design documents, interviews with design teams, and notes from site visits to establish the changes that have taken place in designs over the period 1992 to 1998. It uses the original proposals submitted in response to NAS's Request for Proposals as the baseline for making comparisons. The report documents significant changes over time in the designs and in the concept of what a design includes. The designs themselves have changed in terms of their educational components and theories. Finally, the design teams have developed implementation strategies and assistance packages over time that have resulted in the expansion of the design concepts to the concept of designed-based assistance. (Contains 76 references, 9 tables, and 1 figure.) (DFR) Descriptors: *Academic Achievement; Community Action; Educational Change; Educational Innovation; Educational Objectives; *Educational Quality; Elementary Secondary Education; *Evaluation; *Governance; *Government School Relationship; Guidelines; Instructional Design; Instructional Improvement; *Program Design; Public Schools; Standards; Teacher Competencies; Teacher Improvement Descriptive Terms: Study conducted under the auspices of RAND Education. Target Audience: Policymakers Geographic Source: U.S.; California ED456549 EA031249 Autonomous School Development: A Challenge for Everyone Involved. Author: Pol, Milan; Rabusicova, Milada Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: September 1997 Language: English Pages: 10 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEFEB2002 Abstract: The transition of the Czech school system from a centralized system to one where schools enjoy greater autonomy has not been smooth. Educators and administrators need to learn new skills in interacting with parents, community, and each other in an educational system that is becoming more decentralized. Several surveys were conducted to characterize this transition. This report describes new and problematic developments in the Czech educational system, such as the formation of school boards and boards of governors. School boards, meant to represent local communities, parents, and educators, appear to be too far from schools, too slow to react, and unable to play an important role in the system. Boards of governors, intended to evaluate school activity, develop the school's contact with the community, and defend the interests of the pupils, lack support from central, regional, and local governing bodies, which have adopted a "let's wait and see what happens" attitude. Communication problems need to be resolved at all levels of the educational system; accountability procedures need to be established at all levels; and trust needs to be established between parents and school personnel. Autonomous school development, only recently started in the Czech Republic, needs constant attention to take root. (Contains 11 references.) (RT) Descriptors: Administrative Change; *Boards of Education; Educational Change; Elementary Secondary Education; Foreign Countries; *Governance; Government School Relationship; *School Based Management; School Community Relationship; School Organization; School Support Identifiers: *Czech Republic Descriptive Terms: Paper presented at the Erweiterte Autonomie fur Schule (Extended Autonomy of School) Conference (Nyiregyhaza, Hungary, August 31-September 6, 1997.) Geographic Source: Czech Republic ED455568 EA031095 Changes in Czech Education--Improvisation or a Controlled Process? The Case of Launching School Governing Bodies. Author: Pol, Milan; Rabusicova, Milada Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: September 2000 Language: English Pages: 7 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEJAN2002 Abstract: This paper reports on a study of the changes that Czech education has undergone over the last decade. Many of these changes have been of a fundamental and significant nature, and have had an essential and relatively long-lasting influence on the form and behavior of the system. These changes have had their impact on the roles of people within the system as well. There have been a variety of reforms, and also a number of efforts to manage them. The study asks whether these changes have really been managed in a sophisticated way (supported by the theory of change and its management) or have been subject to improvisation by people, who usually have good intentions, but no appropriate knowledge, skills, or experience. The setting up and starting of the activities of school-governing bodies is used as an example in the study to look at whether the present situation in Czech schools is the result of qualified management or rather of improvisation. Findings indicate that the activities to launch school-governing bodies cannot be regarded as mere improvisation. However, generally speaking, these efforts do not reflect the theory and the practical experience of those who are experts in the management of organizational change. Consequently, 10 years after a fundamental socioeconomic breakthrough in Czech society, school-governing boards remain on the periphery of what schools, parents, and others are interested in. (Contains 10 references.) (DFR) Descriptors: *Administrative Organization; Educational Change; Educational Improvement; *Educational Innovation; Elementary Secondary Education; Foreign Countries; *Governance; *Management Systems; Needs Assessment; Personnel Selection; Public Schools; *Staff Development; Teacher Education; *Teacher Improvement Identifiers: Czech Republic Descriptive Terms: Paper presented at the Annual European Conference on Educational Research (Edinburgh, Scotland, September 20-23, 2000). Geographic Source: Czech Republic ED455567 EA031094 On the Process of Setting Up Boards of Governors in the Czech Republic and Its Main Determinants. Author: Pol, Milan; Rabusicova, Milada Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: September 1996 Language: English Pages: 6 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEJAN2002 Abstract: After 1989, because of political and social change in the Czech Republic, a new and effective system of school governance developed. Before this date, schools were closely tied to central controlling bodies; however, in recent years, there has been a tendency to set up a system in which schools can become an open and organic part of their local environment. Central ways of governing schools have gradually been transformed into a new system of school governance in which the local community plays an important role. Boards of governors can be seen as the main element of the new school governance system. This paper is based on a study that analyzed relevant legislation, school documentation, and public discussion of the last 7 years in the Czech Republic. The study included interviews with school leaders, parent representatives, and representatives of local educational authorities. Findings indicate that agents of change have not yet managed to introduce the idea of local school governance in a successful way. It also appears evident that there is a need for the management of the whole process. At the moment, boards of governors in the Czech Republic are often viewed by many practitioners as a good idea; however, the immediate practical benefit of these boards is rather questionable. (DFR) Descriptors: Boards of Education; *Community Involvement; Educational Change; Educational Environment; *Educational Improvement; Educational Legislation; Elementary Secondary Education; Foreign Countries; *Governance; *Governing Boards; Public Schools; School Community Relationship; *School District Autonomy; School Effectiveness; *School Organization Identifiers: Czech Republic Descriptive Terms: Paper presented at the Annual European Conference on Educational Research (Sevilla, Spain, September 24-29, 1996). Geographic Source: Czech Republic ED455563 EA031084 A Study of Charter School Accountability: National Charter School Accountability Study. Author: Hill, Paul; Lake, Robin; Celio, Mary Beth; Campbell, Christine; Herdman, Paul; Bulkley, Katrina Institutional Author: Office of Educational Research and Improvement (ED), Washington, DC.(EDD00036) Availability: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Governmental Status: Federal Publication Date: June 2001 Report Number: SAI-2001-3000 Language: English Pages: 414 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJAN2002 Abstract: The most important burden of charter schools is the need to demonstrate that the instruction they provide actually benefits students. They can hire their own teachers, make their own tradeoffs between spending on administration and teaching, locate anywhere in the community, and let parents know in advance what a child must do to succeed in the school. Therefore, charter schools are exempt from many rules, and instead are required to demonstrate student learning. Unlike conventional schools, however, charter schools can lose their public funding and be forced to close if they cannot demonstrate that their students are indeed learning. The question becomes whether performance can replace compliance as a mechanism of accountability to government? Does dependence on parents and teachers force charter schools to ignore their responsibilities to the public? This report studies individual charter schools and their authorizers with differing legal provisions in six states: Arizona, California, Colorado, Georgia, Massachusetts, and Michigan. It asks how the schools' relationships with authorizers affect their day-to-day operations, and how they develop relationships of trust and confidence. Major findings regarding internal accountability are discussed. The appendix covers survey data and analysis methods. (DFR) Descriptors: Academic Achievement; *Accountability; *Charter Schools; Compliance (Legal); Educational Change; Elementary Secondary Education; *Financial Needs; Financial Support; *Governance; Government Publications; *Government School Relationship; Performance Factors; Public Schools Identifiers: Department of Education Contract Number: RC97110302 Geographic Source: U.S.; District of Columbia ED455318 UD034262 The CEIC Review, 2001. Author: Page, Stephen, Ed. Institutional Author: National Research Center on Education in the Inner Cities, Philadelphia, PA.(BBB33356) Availability: Temple University Center for Research in Human Development and Education, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122-6091. For full text: http://www.temple.edu/LSS/ceicrevlist.htm. Journal Citation: CEIC Review, v10 n1-6 2001 Sponsoring Agency: Temple Univ., Philadelphia. Center for Research in Human Development and Education. (BBB29982) Publication Date: January 2001 Language: English Pages: 127 Document Type: Collected works--Serials (022) Journal Announcement: RIEDEC2001 Abstract: These six issues examine education in the inner cities. Titles include: "Pathways to School/Community/Family Partnership Results: Measures of Success and Student Learning" (e.g., promoting community partnerships and active learning through federal policy and linking child development knowledge with partnership evaluation); "Emerging Models of Governing School Districts" (e.g., redesigning public schools to improve student performance and changing governance structures in the Chicago Public Schools); "Research-Based Lessons from Title I Implementation: Examining Different Strategies for Improving Student Outcomes" (e.g., using standards-based assessment for Title I accountability and program improvement and teacher quality and educational inequality in Title I schools); "Closing the Academic Achievement Gap: Successful Strategies for Educators, Schools, and Communities" (e.g., developing successful intelligence in all children and children of immigrants and their achievement); "Can Unlike Students Learn Together? Research and Recommendations on Grade Retention, Tracking, and Grouping" (e.g., dropout in relation to grade retention and race-ethnicity, social background, and grade retention); and "Social-Emotional Learning and School Success: Maximizing Children's Potential by Integrating Thinking, Feeling, Behavior" (e.g., the learner-centered psychological principles and cooperation, conflict resolution, and civic values as the three C's of social and emotional learning). (SM) Descriptors: Ability Grouping; *Academic Achievement; Academically Gifted; Accountability; Adolescents; Black Students; Class Organization; College Bound Students; Conflict Resolution; Educational Environment; *Educational Policy; Educational Research; Educational Technology; Elementary Secondary Education; English (Second Language); *Equal Education; Family Influence; Family School Relationship; *Governance; Grade Repetition; Higher Education; Inner City; Limited English Speaking; Mathematics Education; Minority Group Children; Parent School Relationship; *Partnerships in Education; Problem Solving; Racial Bias; School Community Relationship; School Districts; Science Education; Social Promotion; Student Attitudes; Student Behavior; Teacher Competencies; Thinking Skills; Track System (Education); *Urban Schools Identifiers: California; Chicago Public Schools IL; *Elementary Secondary Education Act Title I; Emotions; Learning Communities; New American Schools; Socioemotional Development Descriptive Terms: Volume 10, No. 4 is not available online. Geographic Source: U.S.; Pennsylvania ED454340 UD034263 Mayoral Takeover: The Different Directions Taken in Different Cities. Author: Kirst, Michael W.; Bulkley, Katrina E. Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Consortium for Policy Research in Education, Philadelphia, PA. (BBB33693)@; National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. (EDD00114) Publication Date: April 2001 Language: English Pages: 36 Document Type: Reports--Descriptive (141) Journal Announcement: RIENOV2001 Abstract: This paper examines the underlying political and institutional theories that policymakers are embracing as they approve of new mayoral takeovers of public schools, discussing what has fostered this recent governance change that reverses the century-old progressive effort to remove mayors from school governance. Some of the reasons for mayoral takeover include bureaucratic dysfunction, decreasing faith in urban school boards, a push toward accountability, and new demands placed on mayors and urban governments as a result of diminished federal funds for urban areas and changing urban coalitions. Some of the different models being used in cities around the U.S. are described. The paper also examines reasons why policymakers in Boston, Massachusetts and Chicago, Illinois, as well as in other cities, have been interested in giving more power to mayors. Finally, the paper examines some of the early changes that resulted from the governance changes in Boston and Chicago and discusses the future of mayoral control. (Contains 32 references.) (SM) Descriptors: Accountability; *City Government; Elementary Secondary Education; *Governance; Government School Relationship; *Urban Schools Identifiers: Boston Public Schools MA; Chicago Public Schools IL Contract Number: R308A60003 Geographic Source: U.S.; California ED447578 EA030732 Charter Starters Leadership Training Workbook 4: Governance and Management. Author: Ley, Joyce Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: Northwest Regional Educational Laboratory, 101 SW Main, Suite 500, Portland, OR 97204. Tel: 800-547-6339 (Toll Free). Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: July 1999 Language: English Pages: 132 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2001 Abstract: This workbook is part of a series devoted to all areas of charter-school development. Fourth in the series, this volume focuses on governance and management, with an emphasis on creating an organizational structure, establishing strong leadership, handling personnel issues, creating a board and board bylaws, managing growth, and dealing with liability issues. The text is divided into five sections. Section one examines governance and management issues and demonstrates why governance is important for charter schools. It discusses the board's role, how to develop committees, and how to plan for transition. This is followed by section two, which shows how to write a business plan and how to establish a sound financial system. The next section discusses leadership issues, leadership styles, and the importance of teamwork. Since employees are a key component in charter-school success, personnel issues are discussed in section four. This segment examines employee-selection practices and personnel policies, such as terms of employment, compensation, and benefits. The last section details internal policy development and raises such concerns as student/parent involvement, discipline, fiscal management, and student development. Each section features a selection of "tools" that contain activities to help generate ideas and lists helpful resources and other information. (RJM) Descriptors: *Charter Schools; *Educational Administration; Elementary Secondary Education; *Governance; Leadership Training; Nontraditional Education; *Program Implementation; School Policy; Workbooks Identifiers: Chartering Process Descriptive Terms: For others in the Charter Starters series, see EA 030 729-733. Contract Number: SB97023101 Geographic Source: U.S.; Oregon ED446365 EA030653 Decentralization of Education: Why, When, What, and How? Fundamentals of Educational Planning Series, Number 64. Author: Welsh, Thomas; McGinn, Noel F. Institutional Author: United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.(IBG88897) Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Governmental Status: International Sponsoring Agency: Swedish International Development Cooperation Authority, Stockholm. (BBB36284) Publication Date: 1999 ISBN: 92-803-1193-X Language: English Pages: 102 Document Type: Book (010); Information Analysis (070) Journal Announcement: RIEAPR2001 Abstract: Decentralization is arguably one of the most important phenomena to come on to the educational planning agenda in the last 15 years. Why a country should decentralize its educational decision-making process and which decisions should be decentralized are two questions that many decision-makers raise. This booklet is intended to provide educational planners and decision-makers with conceptual tools for dealing with decentralization issues. It explores the central ideas and objectives of decentralization policies and analyzes why many countries are moving toward these policies in some form. The book discusses who should control education, based on considerations of professional expertise, political legitimacy, and market efficiency. The book also provides valuable aids for assessing different contexts and the possibilities that they offer for successful decentralization. (Contains 27 references.) (DFR) Descriptors: *Decentralization; *Decision Making; *Educational Policy; Elementary Secondary Education; Financial Support; Foreign Countries; *Governance; *Planning; Public Schools; State Regulation; State Standards; *Teacher Improvement Identifiers: UNESCO Descriptive Terms: For others in this series, see EA 030 623; EA 030 624; EA 030 625; EA 030 626; EA 030 628; and EA 030 652. Geographic Source: France ED445409 EA030626 School-Based Management. Fundamentals of Educational Planning Series, Number 62. Author: Abu-Duhuo, Ibtisam Institutional Author: United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.(IBG88897) Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Governmental Status: International Sponsoring Agency: Swedish International Development Authority (SIDA). (BBB04571) Publication Date: 1999 ISBN: 92-803-1189-1 Language: English Pages: 137 Document Type: Book (010); Opinion papers (120) Journal Announcement: RIEMAR2001 Abstract: Decentralization is one of the major trends in educational management in recent years. Among the many such reforms that have been undertaken, the introduction of school-based management in the structure of education governance is one of the most controversial developments. The implementation of such reform is increasingly advocated in different part of the world as a way to increase the efficiency and effectiveness of schools. This booklet reviews the origins and the basic features of the concept, the preliminary lessons that can be drawn from its introduction, and also the conditions required for its successful implementation. This work is the first in a series of three that will review and discuss the pros and cons of decentralization and how to go about it. This edition describes the implementation of school-based management models in six countries and also documents various decentralization movements that have emerged in several European countries. An Australian State of Victoria case study explores the political and pedagogical contexts for this reform and provides insights into the role played by the various actors and agencies that have been involved. (Contains 117 references.) (DFR) Descriptors: *Decentralization; *Educational Change; *Educational Improvement; Elementary Secondary Education; Foreign Countries; *Governance; *Management by Objectives; Public Schools; *School Based Management Identifiers: *UNESCO Geographic Source: France ED444264 EA030587 The School-Community Interface: A Practitioner's Approach to Launching School/Community-Based Management. HSLA Monograph. Author: Ikeda, Moss Institutional Author: Pacific Resources for Education and Learning, Honolulu, HI.(BBB34498); Hawaii State Dept. of Education, Honolulu.(ITI31500) Availability: EDRS Price MF01/PC01 Plus Postage. Governmental Status: State Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1991 Language: English Pages: 24 Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEFEB2001 Abstract: Parents and community members can become involved with schools in at least three ways: (1) direct involvement in an advisory capacity through school advisory councils, various parent organizations, or as individuals through involvement and shared decision making in School/Community-Based Management (S/C-BM); (2) hands-on involvement in school activities helping the staff and faculty in the office, library or classroom; and (3) resource persons who have expertise in areas of instruction, or special talents or skills by serving in classrooms, offices, libraries, shops, and on the athletic field. Hawaii schools are under a mandate by the state legislature to adopt S/C-BM eventually. Three major events are occurring in Hawaii related to the decentralization; that is, the school-community-based management of the school system. First the Department of Education is being restructured to make it a two-tier rather than a three-tier organization by eliminating the district intermediate level. Second, a governance study is under way with a format to accommodate the restructuring of the education system. And finally, schools are being empowered to allow more principals, teachers, students, parents, and community members to make decisions. (Contains 12 references.) (DFR) Descriptors: *Community Action; *Decentralization; *Educational Improvement; Elementary Secondary Education; *Governance; Government Publications; *Parent Participation; Public Schools; *School Community Programs Identifiers: *Hawaii Descriptive Terms: This monograph is part of a series published quarterly by Hawaii School Leadership Academy, Hawaii State Department of Education. For others in the series, see EA 030 589, EA 030 590, and EA 030 591. Geographic Source: U.S.; Hawaii ED444250 EA030569 School Reforms in England, Japan, Korea and the U.S.: Policy Variation and Educational Convergence. Author: Lee, Jaekyung Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 26, 2000 Language: English Pages: 21 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEFEB2001 Abstract: Education reform during the last 2 decades has been shaped by the forces of growing public distrust of educational bureaucracies in a climate of rapid political change and growing international competition in the context of a global economy. Major school reforms in four selected industrial countries that differ significantly in terms of educational institutions and cultures are examined using school reform literature, related government reports, and newspaper articles. Japan and Korea have highly centralized school governance systems and homogeneous educational values. Conversely, in the United States and England, education governance is decentralized, and educational values are relatively heterogeneous. In the latter two countries lack of focus and accountability were identified as major deficiencies of their educational systems, and efforts were made to standardize curriculum, tighten assessment practices, and introduce market-like competition. Similar political and economic challenges in Japan and Korea, on the other hand, resulted in policies to differentiate curriculum, diversify assessment, decentralize school governance, and make the system more diverse and democratic--enhancing whole-person education. (Contains 33 references.) (DFR) Descriptors: *Academic Achievement; *Accountability; Administrative Organization; Curriculum Development; *Decentralization; *Educational Change; Elementary Secondary Education; *Evaluation; Foreign Countries; *Governance; Policy Formation; Public Schools; Student Improvement Identifiers: England; Japan; Korea Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; Maine ED443177 EA030498 Parental Involvement in School Governance: Emergence of a New Model? Author: Gay, Jim; Place, Will Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 29 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJAN2001 Abstract: This paper examines the current state of parental involvement in site-based management (SBM) councils. It defines SBM as a formal alteration of the governance structure and as a form of decentralization that identifies the school as the primary unit of improvement. To assess SBM councils, surveys were mailed to 600 principals representing urban, suburban, and rural public schools. The surveys focused on governance structures and specifically addressed principals' perceptions of the degree of power given to parents. Results taken from 191 usable surveys indicate that 60.7 percent of principals reported parental representation on SBM councils. Of the 116 principals who reported parental involvement, 38 worked in urban settings, 30 in suburban settings, and 48 in rural settings. The number of parents on SBM councils varied: 22 percent of principals indicated that parents made up the majority of SBM members, whereas 78 percent of principals reported that parents were in the minority or were in equal numbers to school personnel. Findings show that SBM councils are able to involve parents in decisions regarding instruction and budgets. However, 87 percent of the principals indicated that parental influence is limited either by the principal having the final say or by the SBM council having a majority of certified staff members. (Contains 45 references.) (RJM) Descriptors: *Administrator Attitudes; Decentralization; Elementary Secondary Education; *Governance; *Parent Participation; *Parent School Relationship; *Participative Decision Making; *School Based Management; School Organization Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Geographic Source: U.S.; Ohio ED439513 EA030321 Governing America's Schools: Changing the Rules. Report of the National Commission on Governing America's Schools. Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (GV-99-01, $12.50 plus postage). Tel: 303-299-3692. Publication Date: November 1999 Language: English Pages: 76 Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2000 Abstract: This report examines governance in K-12 public education and offers two approaches for altering public-education governance. The document is a product of the National Commission on Governing America's Schools, which is a special research group comprised of school-board members, state and local superintendents, teachers, for-profit education and charter-school representatives, governors, business leaders, education reformers, a state legislator, and leaders of a teachers' union. The commission was charged with developing ideas and strategies for modifying K-12 public-education governance to effect improvements for all students. The report is divided into four chapters. Chapter 1 discusses the condition of K-12 public education and Americans' perceptions of public education. It describes national and state dropout rates and completion rates, district performance, and trends affecting the state of K-12 public education. Chapter 2 examines the evolution of K-12 public-education governance, and the development of education from the 19th century up to the present. It focuses on such issues as centralized and decentralized approaches, the influence of industrial management, and strengths and weaknesses of current governance systems. The third chapter presents two systems of K-12 public education governance: publicly authorized, publicly funded, and publicly operated schools; and publicly authorized, publicly funded, and independently operated schools. A conclusion summarizes key findings. Two appendices describe the study. (Contains 57 references.) (RJM) Descriptors: *Educational Assessment; Educational Environment; Elementary Secondary Education; *Governance; Government School Relationship; *Needs Assessment; *Public Education; Public Schools; Trend Analysis Geographic Source: U.S.; Colorado ED433611 EA030027 Effective School Governance: A Look at Today's Practice and Tomorrow's Promise. Author: Resnick, Michael A. Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (Stock No. SI-99-7; $5.00 prepaid, plus postage and handling). Tel: 303-299-3692; Web site: http://www.ecs.org . Publication Date: January 1999 Language: English Pages: 34 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2000 Abstract: This paper examines one aspect of school governance--the role of the school board--which historically has governed education at the local level. It discusses the basic and unique functions of school boards in American education, as well as their effectiveness in meeting the rigors of a changing society. The discussion is presented in four parts: (1) the significance and benefits of local school-board governance as currently established; (2) the major attributes of good school-board governance, including examples of school boards that are providing leadership to raise student achievement; (3) why local school boards are preferable to alternatives that have been suggested; and (4) how the state, as a governance partner, can strengthen the capacity of local school boards to govern and lead. Whereas the paper specifically deals with the school-board role, it recognizes that education governance operates in a broader context that embraces the state and federal levels. It also recognizes that school boards are not monolithic institutions. It details how a good local school board will set a vision, focus on student learning and achievement, provide a structure for success, advocate for education, and involve the community. (RJM) Descriptors: *Board of Education Role; Boards of Education; *Educational Administration; Elementary Secondary Education; *Governance; School Administration; School Effectiveness; School Policy Descriptive Terms: For related documents, see EA 030 023-026. Geographic Source: U.S.; Colorado ED433609 EA030025 The Invisible Hand of Ideology: Perspectives from the History of School Governance. Author: Timar, Thomas; Tyack, David Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427. Tel: 303-299-3600; Web site: http://www.ecs.org . Publication Date: January 1999 Language: English Pages: 32 Document Type: Historical material (060) Journal Announcement: RIEFEB2000 Abstract: This paper examines the history of school governance in the U.S. It discusses four major shifts in education governance that have occurred over the past 150 years, describing how control was firmly anchored in local communities throughout most of the 19th century. By the end of the century, Americans decided that schooling should serve public needs as well as provide private benefits. Local control of education was considered too idiosyncratic, diverse, and unpredictable in its outcome. Urbanization and industrialization of the country resulted in the industrialization of education. Another transformation occurred in the 1950s when social movements led to an education-reform agenda established to enact massive institutional change. Education was then considered a private good, protected by constitutional entitlement. This view was eventually challenged in the 1980s, a period when schools were considered to be in crisis. Educators shed the concept of education for civic virtue and emphasized economic growth, productivity, and efficiency. The article examines anomalies in U.S. education, such as the fact that, although Americans developed the most decentralized system of school governance in the world, American schools are more alike than different. (Contains 47 references.) (RJM) Descriptors: *Educational Administration; Educational Change; *Educational History; Educational Philosophy; *Educational Trends; Elementary Secondary Education; *Governance; School Administration; School Policy Descriptive Terms: For related documents, see EA 030 023-024 and EA 030 026-027. Geographic Source: U.S.; Colorado ED433608 EA030024 The Changing Landscape of Education Governance. Author: Ziebarth, Todd Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (Stock No. SI-99-4; $6.50 prepaid, plus postage and handling). Tel: 303-299-3692; Web site: http://www.ecs.org . Publication Date: January 1999 Language: English Pages: 45 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2000 Abstract: This paper provides a basic understanding of the changes taking place within education governance. The document opens with a description of the traditional education governance system, typified by a centralized, bureaucratic approach that has been the predominant mode of public education governance for most of the 20th century. The focus then shifts to a discussion of decentralized, consumer-driven approaches to education governance. Advantages and disadvantages to this approach are listed, along with information on school-based management, open enrollment, charter schools, tax credits, tax deductions, and vouchers in eight locations. This section is followed by an examination of state interventions in low-performing districts, with particular emphasis on the Chicago Public Schools' experiences and how the action of the district and state legislature affected finance, students, principals and teachers, and student performance. Finally, international trends in education governance are explored, with an emphasis on experiences in Edmonton, Alberta, and Birmingham, England. The report concludes that there is a trend throughout the world toward the devolution of authority in public education. These decentralizing structures include a variety of deregulation strategies, site-based management, open-enrollment initiatives, charter schools and tax credits, tax deductions, and vouchers. (Includes 57 references.) (RJM) Descriptors: *Educational Administration; Educational History; *Educational Trends; Elementary Secondary Education; *Governance; Government School Relationship; School Administration; School District Autonomy; School Policy; *School Restructuring Descriptive Terms: For related documents, see EA 030 023 and EA 030 025-027. Geographic Source: U.S.; Colorado ED433607 EA030023 Recent Changes in Public-Sector Governance. Author: Khademian, Anne Meredith Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (Stock No. SI-99-5; $8.50 prepaid, plus postage and handling). Tel: 303-299-3692; Web site: http://www.ecs.org . Publication Date: January 1999 Language: English Pages: 72 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2000 Abstract: This report looks at recent changes in governance across the public sector to provide context and examples for the National Commission on Governing America's Schools' efforts. The report is presented in six sections. Following a brief introduction in section 1, section 2 provides an overview of the forces that have changed public-sector governance over the past two decades. It looks at challenges of governance, troubled management systems, increased diversity, shrinking resources, new ideas and new technologies, and rethinking governance. Section 3 examines some of the common themes of the new governance, such as devolution, partnerships, mission-driven governance, the presence of complexity and uncertainty, continuous learning, and leadership. The fourth section then presents six partnership models of the new governance: (1) governance at the grass roots; (2) building performance into internal governance; (3) aging and complex program and administrative structures that have prompted participants in the governing process to find alternatives; (4) from arbitration to collaboration; (5) cooperative federalism at the grass roots; and (6) external support for public innovation experiments. The next section details some of the challenges of the new governance, such as accountability and replication. The document closes with an overview of new governance options, including suggestions for improving the existing system. (RJM) Descriptors: *Educational Administration; Elementary Secondary Education; *Governance; Government School Relationship; Public Administration; *Public Sector; School Administration; School Policy Identifiers: National Commission on Governing Americas Schools Descriptive Terms: For related documents, see EA 030 024-027. Geographic Source: U.S.; Colorado ED432045 EA029908 Governing America's Schools: A Primer for Reporters. Author: Arnsparger, Arleen; McElhinney, Christie; Ziebarth, Todd Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: Education Commission of the States, 707 17th Street, Suite 2700, Denver, CO 80202-3427; Tel: 303-299-3600; e-mail: ecs@ecs.org; Web site: http://www.esc.org Publication Date: June 1999 Language: English Pages: 17 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEDEC1999 Abstract: This booklet is designed to help journalists better understand and explain to their audiences the complex issues surrounding school governance. It examines the nature of school governance and discusses the National Commission on Governing America's Schools, an investigative committee that was formed to take a close, critical, all-encompassing look at how schools are organized and managed. The text discusses the ways in which schools have historically been governed, describes the myriad methods of governance accompanying school growth in America, and relates that there is no evidence of a national consensus regarding the best institutional framework in which public schooling operates. It details what states and districts are currently doing and provides a list of school districts, most of them urban, that are undergoing a shift in governance. The volume explains how school governance relates to other education stories, such as vouchers and curriculum reform, and how governance affects every district and every aspect of education. It provides examples of interesting storylines and explores the public's attitude toward governance. Suggestions for defining the different governance models, such as charter schools, deregulation, and the traditional approach, are presented, followed by a list of resources for further information. (RJM) Descriptors: *Administrative Organization; *Educational Administration; Elementary Secondary Education; *Governance; *Journalism; News Media; Public Schools; School Policy Identifiers: National Commission on Governing Americas Schools Geographic Source: U.S.; Colorado ED418172 UD032232 A Review of Roles and Responsibilities: Restructuring for Excellence in the School System. Institutional Author: Society for the Advancement of Excellence in Education, Kelowna (British Columbia). Availability: Publication Date: 1997-04-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 10 Document Type: Viewpoints (120); Reports (142) Journal Announcement: RIEAUG1998 Abstract: Recommendations are presented for a new form of school governance in British Columbia that takes into account current research on effective schools. In the model described, the provincial government provides the funding, sets the core curriculum, standards, and outcomes, ensures standardized measurement and reporting, and supports field research. School boards set district goals, distribute funds on an equitable basis, operate school facilities, implement school-based management and open enrollment plans, provide incentives for performance, and measure and report achievement results for the community. Individual schools are empowered to deliver programs enabling students to make the most rapid progress toward district and provincial goals. Elected school councils have decision-making authority, while day-to-day management is carried out by school administration. Schools control their own shares of district budget based on enrollment, with special needs funding accompanying special needs students. The implications of this policy framework, which provides for performance-based local autonomy, are discussed. These include reduced bureaucracy, redirected funding, increased integration of services, more flexibility and choice, enhanced local decision making, and improved accountability. Recommendations are made to implement these new roles and responsibilities. (Contains 15 references.) (SLD) Descriptors: Academic Achievement; Accountability; *Boards of Education; *Educational Change; Educational Finance; Elementary Secondary Education; Financial Support; Foreign Countries; Integrated Activities; School Based Management; School Effectiveness; *School Restructuring; School Role; *State Departments of Education; State School District Relationship Identifiers: *British Columbia; School Councils Level: 1 Geographic Source: Canada; British Columbia ED417155 SP037800 Designing Professional Development School Governance Structures. American Association of Colleges for Teacher Education [AACTE] Professional Development School Practice Series. Author: Teitel, Lee Institutional Author: American Association of Colleges for Teacher Education, Washington, DC. Availability: AACTE Publications, 1307 New York Ave., N.W., Suite 300, Washington, DC 20005-4701; phone: 202-293-2450; fax: 202-457-8095; World Wide Web: www.aacte.org Publication Date: 1998-00-00 Copy Availibility: EDRS Price MF01/PC03 Plus Postage. ISBN: ISBN-0-89333-166-X Language: English Pages: 56 Document Type: Guides (055) Journal Announcement: RIEJUL1998 Abstract: This booklet outlines key principles that ideally characterize partnership governance structures and processes in professional development school (PDS) settings, discussing the advantages and disadvantages of the various decision making structures and processes currently employed by PDS partnerships. The booklet provides a self-assessment tool for evaluating individual partnerships and illustrates how some existing partnerships have crafted formal arrangements. Chapter 1, Governance Challenges Facing Professional Development Schools, discusses critical tasks of governance and examines process challenges. Chapter 2, Models of PDS Governance, explains the three basic linkages in PDS partnership structures: liaisons, school or site steering committees, and multisite coordinating councils. They are not mutually exclusive, and some partnerships have all three. Chapter 3,What Governance Works Best? explains there is no one structure that is recommended as the optimal governance model. Chapter 4, Tool Kit for Analyzing Governance Needs, looks at critical tasks (building bridges, supporting mutual renewal, managing day-to-day tasks, and assessing and planning for the long term) and process challenges (working with and transforming existing governance, balancing spontaneity with structure, promoting parity and equity, and connecting people and institutions). Chapter 5, Sample Agreements, provides samples from the website of the American Association of Colleges for Teacher Education. Chapter 6 contains 2 references and a 10-item bibliography and resources list. (SM) Descriptors: *College School Cooperation; Decision Making; Elementary Secondary Education; Faculty Development; *Governance; Higher Education; *Partnerships in Education; Preservice Teacher Education; *Professional Development Schools; Student Teaching Level: 1 Geographic Source: U.S.; District of Columbia ED411221 SP037511 How Schools Might Be Governed and Why. Author: Sarason, Seymour B. Availability: Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (hardback: ISBN-0-8077-3642-2, $46.00; paperback: ISBN-0-8077-3641-4, $21.95). Publication Date: 1997-00-00 Copy Availibility: Document Not Available from EDRS. ISBN: ISBN-0-8077-3641-4 Language: English Pages: 173 Document Type: Book(s) (010); Viewpoints (120) Journal Announcement: RIEJAN1998 Abstract: This is a critique of the current system of governance in public education. Chapters include: (1) Statement of the Problem, which introduces the issues related to educational reform and provides some examples of previous successes and failures; (2) The Non-Learning, Non-Self-Correcting System, in which the current system is described as not being capable of reform; (3) The Context of Productive Learning, in which adults are held to be responsible for determining where the child is and reaching the child; (4) The Governors: Teachers and Parents, with different recommendations for governance at each level of public education and an emphasis on responsibility being assigned to both parents and teachers for educational outcomes; (5) Some Self-Correcting Features; (6) Are Principals Necessary?; (7) Redefining Resources; (8) Beyond the Classroom; (9) The Preparation of Educators, which includes a proposal for a year-long field experience in classrooms at all grade levels for all education students; and (10) A System That Does Not and Cannot Learn. (Contains 58 references.) (JLS) Descriptors: Educational Environment; Elementary Secondary Education; *Governance; Higher Education; *Parent School Relationship; Participative Decision Making; Politics of Education; *Power Structure; Preservice Teacher Education; Public Schools; *School Administration; *School Restructuring; Social Change Identifiers: *Reform Efforts Level: 3 Target Audience: Administrators; Parents; Practitioners; Teachers Geographic Source: U.S.; New York |