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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
School GovernanceJournal ArticlesEJ651966 EA539830The Demise of Parent Involvement in School Governance. Author: Seitsinger, Roy M., Jr.; Zera, David Aloyzy Availability: http://exchanges.state.gov/forum Journal Citation: Journal of School Leadership, v12 n4 p340-67 Jul 2002 Publication Date: 2002 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2003 Abstract: Examines two elementary school site decision-making bodies (one mandated, the other voluntary) from a critical-theory perspective, using a multiple case-study format. Finds little relative difference between mandated and voluntary sites. Concludes that involving parents in school-site decision-making is an ineffective school-improvement strategy. Offers several propositions to guide future research. (Contains 61 references.) (PKP) EJ642967 EA539448 Leadership for Socially Just Schooling: More Substance and Less Style in High-Risk, Low-Trust Times? Author: Blackmore, Jill Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: Journal of School Leadership, v12 n2 p198-222 Mar 2002 Publication Date: 2002 ISSN: 1052-6846 Language: English Document Type: Information Analysis (070); Journal articles (080); Opinion papers (120) Journal Announcement: CIJAUG2002 Abstract: Argues that radical shifts in school governance arising from wider social, political, and economic relations challenge past notions of leadership and that the basics of socially just learning systems would be responsibility, recognition, and reciprocity. (Contains 62 references.) (MLF) Descriptors: *Educational Administration; Educational Change; Elementary Secondary Education; Feminism; Governance; *Leadership; *Postmodernism; School Choice; *School Responsibility; *Women Administrators Identifiers: *Social Justice EJ639034 EA539118 Old Wine, New Bottles. Author: Cibulka, James G. Availability: http:www-writing.berkeley.edu/TESL-EJ Journal Citation: Education Next, v1 n4 p28-35 Win 2001 Publication Date: 2001 ISSN: 1532-5148 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUN2002 Abstract: Discusses school governance systems and describes governance overhauls in two large urban school districts, Washington, D.C., and Baltimore, focusing on role of mayor in improving troubled public education systems. Identifies benefits and shortcomings of approach, concluding mayoral control can make a difference but right combination of ingredients required. (KSB) Descriptors: Accountability; *City Officials; *Educational Change; Educational Policy; Elementary Secondary Education; *Leadership; Politics of Education; *State Action; *Urban Schools Identifiers: *Baltimore City Public Schools MD; *District of Columbia Public Schools; State Takeovers EJ632418 EA538565 Education Action Zones and Democratic Participation. Author: Dickson, Marny; Halpin, David; Power, Sally; Telford, David; Whitty, Geoff; Gewirtz, Sharon Availability: Journal Citation: School Leadership & Management, v21 n2 p169-81 May 2001 Publication Date: 2001 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2002 Abstract: England's Education Action Zones and their forums seek to draw together diverse constituencies to develop and implement local plans for school improvement, thereby empowering parents and communities. This article, based on interviews with EAZ applicants and directors, explores EAZ's imperfectly realized potential to democratize schooling. (Contains 19 references.) (MLH) Descriptors: *Community Involvement; *Cooperative Programs; *Democratic Values; Elementary Secondary Education; Foreign Countries; *Governance; *Parent Empowerment; *Participative Decision Making Identifiers: *Education Action Zones (England); England EJ632415 EA538562 Education Action Zones: A New Way of Governing Education? Foreword. Author: Dickson, Marny; Power, Sally Availability: Journal Citation: School Leadership & Management, v21 n2 p137-41 May 2001 Publication Date: 2001 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2002 Abstract: England's Education Action Zones are a flagship New Labour Party policy geared toward raising standards and reducing social exclusion in areas of academic underperformance. This article outlines the policy's key features, considers its broader significance as a governance model, and comments on issues confronting four different EAZ constituencies. (MLH) Descriptors: *Administrative Policy; *Community Involvement; *Cooperative Programs; Elementary Secondary Education; Empowerment; Foreign Countries; *Governance; Models; Partnerships in Education; Program Descriptions; *School Administration Identifiers: *Education Action Zones (England); *England EJ632393 EA538472 To the Barricades: The Relationship between Secondary School Organizational Structure and the Implementation of Policy Initiatives. Author: Hannay, Lynne M.; Erb, Cathy Smeltzer; Ross, John A. Availability: Journal Citation: International Journal of Leadership in Education, v4 n2 p97-113 Apr-Jun 2001 Publication Date: 2001 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAR2002 Abstract: Explores the relationship between (Ontario) secondary-school organizational structures and implementation of legislated change initiatives. Examines the role of individuals responsible for implementing two legislated curriculum innovations: curriculum integration and performance-based assessment. Implementing whole-school or subject-based innovations is problematic in departmental organization schemes. (MLH) Descriptors: Department Heads; *Departments; Educational Change; Foreign Countries; *Governance; Integrated Curriculum; Performance Based Assessment; *School Organization; Secondary Education; *State Legislation Identifiers: *Ontario; *Policy Implementation EJ612908 EA537537 Making Local School Councils Work: The Implementation of Local School Councils in Chicago Public Elementary Schools. Author: Krishnamoorthi, S. Raja Availability: Journal Citation: Journal of Law and Education, v29 n3 p285-314 Jul 2000 Publication Date: 2000 ISSN: 0275-6072 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2001 Abstract: Reform in Chicago's public schools has involved decentralizing decision-making to parent-dominated Local School Councils (LSCs). School data are analyzed to determine what aspects of LSC governance matter for student achievement. Concludes that training LSCs might be important for their functioning and lead to higher student achievement. An appendix contains the statistical methodology. (Contains 100 footnotes.) (MLF) Descriptors: *Academic Achievement; Decentralization; Decision Making; Elementary Education; *Governance; Multiple Regression Analysis; *Parent School Relationship; Public Schools; *School Based Management; School Restructuring; *Training Identifiers: *Chicago Public Schools IL; *Local School Councils EJ607933 EA537230 Decentralization Continued: A Survey of Emerging Issues in Site-Bound Decision Making. Author: Wyman, Benjamin F. Availability: Journal Citation: Journal of Law and Education, v29 n2 p255-263 Apr 2000 Publication Date: 2000 ISSN: 0275-6072 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJDEC2000 Abstract: Site-based decision making (SBDM) represents one of the more progressive paradigmatic shifts in decentralization. Varieties of the model have been implemented. Surveys issues emerging from the variety of experiments in SBDM. Concludes that, at its best, SBDM is the grand experiment of letting local schools determine how to meet the district's educational goals and objectives. (Contains 44 footnotes.) (MLF) Descriptors: Administrator Role; Boards of Education; Central Office Administrators; *Decentralization; Elementary Secondary Education; *Governance; *Participative Decision Making; Principals; Public Schools; *School Based Management; *School District Autonomy; Training EJ603273 EA536954 Principals' Perspectives on Shared Governance Leadership. Author: Blase, Jo; Blase, Joseph Availability: Journal Citation: Journal of School Leadership, v10 n1 p9-39 Jan 2000 Publication Date: 2000 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2000 Abstract: Presents descriptive and conceptual findings about shared-governance leadership from the perspective of 45 effective principals affiliated with the Georgia-based League of Professional Schools. Discusses contributing socialization factors and strategies (building trust, initiating facilitative structures, setting limits, encouraging group development, supporting teachers, and involving parents). (Contains 76 references.) (MLH) Descriptors: *Administrator Attitudes; Elementary Secondary Education; *Governance; Parent Participation; *Participative Decision Making; *Principals; *Socialization; *Teacher Participation; Trust (Psychology) Identifiers: *League of Professional Schools GA EJ591075 EA536158 The Impact of Leadership Style on Creating Community in Public and Private Schools. Author: Madsen, Jean; Hipp, Kristine A. Availability: Journal Citation: International Journal of Educational Reform, v8 n3 p260-73 Jul 1999 Publication Date: 1999 ISSN: 1056-7879 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2000 Abstract: Public school decentralization has increased involvement of multiple constituencies in school governance. This study of a private school and a public school illustrates the complexities of leading teachers in the decision-making process. Both principals were transformational leaders, but teachers were not empowered enough to make changes. (34 references) (MLH) Descriptors: *Community; Decentralization; Educational Change; Elementary Education; *Governance; *Leadership Styles; Organizational Climate; Participative Decision Making; *Principals; Private Schools; Public Schools; Self Efficacy; Teacher Empowerment; *Teacher Participation Identifiers: *Teacher Commitment; *Transformational Leadership 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 EJ567339 EA534739 A Model for Restructuring School Governance: Developing a Culture of Respect and Teamwork. Author: Johnson, Patsy E.; Holder, Cheryl; Carrick, Charles; Sanford, Nesbitt Availability: Journal Citation: ERS Spectrum, v16 n2 p28-36 Spr 1998 Publication Date: 1998 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJFEB1999 Abstract: The superintendent, a central-office supervisor, the principal, and an external consultant began discussions to address the specific needs of an elementary school in Scottsboro, Alabama. The process involved completing a pre-assessment and feasibility study, developing and introducing a staff-development change model, creating an action plan, implementing and maintaining this plan, and collecting data and evaluating progress. (MLH) Descriptors: Elementary Education; *Governance; Interviews; Models; Program Descriptions; *School Culture; *School Restructuring; Staff Development; *Teacher Empowerment; Teacher Surveys; *Teamwork Identifiers: Action Plans EJ565119 EA534684 Parents Are a School's Best Friend. Author: Cavarretta, June Availability: Journal Citation: Educational Leadership, v55 n8 p12-15 May 1998 Publication Date: 1998 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC1998 Abstract: An active parent describes how over 400 parent volunteers in the Carpentersville (Illinois) school district were trained to participate in their children's education through shared decision making. Each school practices a governance model focusing on trust building, collaboration, shared vision, and continuous improvement. Forging authentic family/school relationships is a challenging, time-consuming process, but is worth the effort. (MLH) Descriptors: Educational Improvement; Elementary Secondary Education; *Governance; *Parent Participation; *Participative Decision Making; Program Descriptions; *Volunteers DocumentsED466020 EA031721Cooperative Charter Schools: New Enterprises in Instructional Delivery. Author: Hanson, Katherine L.; Hentschke, Guilbert C. Availability: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334. For full text: http://eric.uoregon.edu. Publication Date: April 03, 2002 Language: English Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEJAN2003 Descriptors: *Charter Schools; *Cooperatives; Elementary Secondary Education; *Governance; Nontraditional Education; School Organization Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2001). Geographic Source: U.S.; California ED460971 TM033647 Evaluating the Accelerated Schools Approach: A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools. Author: Bloom, Howard S.; Ham, Sandra; Melton, Laura; O'Brien, Julieanne Institutional Author: Manpower Demonstration Research Corp., New York, NY.(BBB17200) Availability: For full text: http://www.mdrc.org. Sponsoring Agency: Ford Foundation, New York, NY. (QPX27000) Publication Date: November 2001 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIEJUN2002 Abstract: The Accelerated Schools Approach is a whole-school reform being implemented in more than 1,000 U.S. elementary and middle schools. The program is characterized by a school structure that sets high expectations for students and teachers, a governance structure with broad teacher participation, and a "powerful learning" approach to curriculum and instruction. This report looks at the implementation of the program in eight elementary schools and evaluates program effects at the third grade. An interrupted time series technique was used to study the effectiveness of the Accelerated Schools model. In the first 3 years of implementation, schools focused on reforming school governance and culture, turning to curriculum and instruction only in the third or fourth year. The findings indicate that the Accelerated Schools model improved standardized test scores in reading and mathematics once the schools in the study turned to changing curriculum and instruction. These findings should be interpreted with caution because of the small number of schools examined and the focus on a single grade. Impacts were not uniform across all students or all schools. The largest impacts were observed among students who would have scored in the middle of their school's test score distribution without the reform and among schools that had the lowest scores before the reform began. Two appendixes contain supplementary tables and the qualitative data protocols. (Contains 6 figures, 18 tables, and 42 references.) (SLD) Descriptors: *Academic Achievement; Educational Administration; *Educational Change; Elementary Education; *Elementary Schools; Program Effectiveness; Program Evaluation; School Restructuring; Standardized Tests; Test Results Identifiers: *Accelerated Schools; Reform Efforts Descriptive Terms: With Fred C. Doolittle and Susan Kagehiro. Geographic Source: U.S.; New York ED449572 EA030860 High Schools of the Millennium. Report of the Workgroup. Institutional Author: American Youth Policy Forum, Washington, DC.(BBB30634) Availability: American Youth Policy Forum, 1836 Jefferson Place, NW, Washington, DC 20036 ($4). Tel: 202-775-9731; Fax: 202-775-9733; E-mail: aypf@aypf.org; Web site: www.aypf.org. Publication Date: August 2000 ISBN: 1-887031-68-5 Language: English Pages: 59 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUL2001 Abstract: High schools need to be redesigned to meet the needs of today's youth. School administrators and teachers must engage others in the community in the enhancement of the education and development of teens. This new concept of a learning experience for youth must recognize that there are multiple teachers and caring adults and resources available throughout the community that can be drawn on to strengthen the learning experience in ways that neither schools nor community agencies alone can accomplish. Small, individualized, and caring learning communities must be created to help students manage the transitions in their lives and become active learners for life. The High Schools of the Millennium Workgroup, a group within the American Youth Policy Forum, identified the following issues that are forcing communities to reassess their public education systems: student performance, standards-based reform, assessments, limited learning options, needs of urban schools, student disengagement from the learning process, the global economy, expansion of information through technology, teacher workforce, public interest, and legislative issues. The following obstacles to change are also discussed: parental expectations and community values, resource allocation, the culture of school, diversity, and governance. (Contains 37 references.) (DFR) Descriptors: *Accountability; Educational Change; *Evaluation; *Federal Programs; *Governance; *High Schools; Public Schools; Teaching Models Geographic Source: U.S.; District of Columbia ED439479 EA030275 Who Gets the Credit and Who Gets the Blame: Principals' Background Complexity and Shared Governance Reforms. Author: Talbot, Danny L.; Crow, Gary M. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: October 1999 Language: English Pages: 38 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIESEP2000 Abstract: This article explores the relationships among principals' views of shared governance, parent involvement, site-based management, and the influence of professional experience and formal training on a principal's background. The report is based on a study that investigated principals participating in a state-initiated restructuring program called the Utah Centennial School Program (CSP). The CSP is similar to other restructuring programs in that it contains requirements affecting systemic decentralized authority, participative decision making, and schoolwide accountability. The study was based on the idea that experience and training shape the way individuals think about themselves and their work. It analyzed data from a survey of 152 Utah public-school administrators who were involved in the CSP. The findings suggest that principals who have the most experience and who have earned the most educational certificates are more likely than their less experienced colleagues to perceive constituents as influential in school decisions. Principals who earned more degrees and higher degrees, however, were less likely to perceive others as having input into school decisions. A key finding was that CSP principals did not perceive parents to have much input into decisions about curriculum and instruction, nor did they want parents to have significant input. (Contains 23 references.) (RJM) Descriptors: *Administrator Attitudes; Educational Change; Elementary Secondary Education; Family Role; *Governance; *Parent Participation; *Participative Decision Making; Partnerships in Education; *Principals Identifiers: *Utah Descriptive Terms: Paper presented at the Annual Meeting of the University Council for Educational Administration (Minneapolis, MN, October 1999). Geographic Source: U.S.; Utah |