Shared Decision-making in Selected Urban Elementary Schools PDF Download
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Author: Janet Carol Elenbogen
Publisher:
ISBN:
Category : Citizens' advisory committees in education
Languages : en
Pages :
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Author: Janet Carol Elenbogen
Publisher:
ISBN:
Category : Citizens' advisory committees in education
Languages : en
Pages :
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Author: Andrea M. Foxx
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Schools nationwide are experimenting with methods that promise to better educate students and improve schools performance. The educational structure in the United States has been moving from primarily centralized systems to more decentralized ones. Shared decision making is designed to improve education by increasing the autonomy of the school staff to make school site decisions. The purpose of this study was to investigate the actual and desired levels of shared decision making as perceived by teachers in public elementary schools in West Tennessee. In this study two research questions were posed: (1) How do teachers and principals rank the educational goals at the school and (2) To what extent do urban, suburban and rural elementary school teachers have interest to participate in making decisions. The population for this study consisted of 400 public West Tennessee elementary schools as found in the SDE Tennessee Directory (2007) which comprised of 15% of the elementary teachers and principlas. Two survey instruments were used in this study: a questionnaire for principals consisting of 44 questions and a questionnaire for teachers containing 49 questions. The results of the ANOVA revealed that decision making comittees are bound to function more effectively where ther leader of the committee is strong, and involves others in the decision making as well as implementation phases. It was also concluded that participatory leadership is no longer a taboo topic to discuss in elementary schools. Finally, this study found that based on data collected, there is a lack of parental and community support and involvement. Based on data results from this study, it appears demoncratic leadership is the best style of leadership that will enhance sustained and progressive students' performance in public schools regardless if the school is in a rural, urban or suburban area. It will help to avoid frustration for teachers not being involved in decision making processes on matters affecting their functions, particulary in suburban schools as this study concluded. .
Author: Mary Tucker Kellner
Publisher:
ISBN:
Category : Educational anthropology
Languages : en
Pages : 268
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The purpose of this research was to conduct a case study of the culture of an effective urban elementary school. This study selected five possible aspects of culture: leadership, vision, shared decision-making, collaboration, and caring and respect.
Author: Barbara F. Hollier
Publisher:
ISBN:
Category :
Languages : en
Pages : 35
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Author: Margaret Jan Arnold
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 264
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This study researches the literature in order to design a model for implementing teams in the site based shared decision making process at a specific elementary school.
Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Mary Jo Schmid
Publisher:
ISBN:
Category : Elementary schools
Languages : en
Pages : 132
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Author: Lea Goy
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 118
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 848
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Author:
Publisher: State University of New York Press
ISBN: 0791483878
Category : Education
Languages : en
Pages : 304
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Book Description
Based on a three-year study of the National Science Foundation's Urban Systemic Initiative, Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement. Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. The book provides valuable insight into how systemic reform works, offers suggestions regarding assessment of successful learning environments, and addresses the need for intensive, long-term professional development for the purpose of engaging teachers with their colleagues in communities of practice supported by a strong school culture.
