ERIC Number: ED120654
Record Type: RIE
Publication Date: 1975-Dec
Reference Count: 0
Home-School-Community Relations as a Political Process: Four Exploratory Case Studies of the Implementation of Individually Guided Education (IGE) and Home-School-Community Relations. Technical Report No. 360, Parts 1, 2, and 3.
Miles, William R.
The research had four objectives: (1) to describe home-school-community relations in selected IGE schools; (2) to explain the home-school-community relations and the implementation of IGE political terms using issue analysis and policy acceptance analysis; (3) to generate hypotheses from the data gathered through objectives 1 and 2, and relate them to the McCarty-Ramsey community typology model and the zone of tolerance concept; (4) to generate practical recommendations for the public school audience. The units of analysis for the case studies were four elementary schools which had recently implemented an IGE instructional program. As an exploratory study, the research used a mixture of anthropological field methods, but relied on focused interviews with nominated and positional individuals. The research analyzed the process of IGE implementation in the hypothesized four different types of neighborhood school-communities by using the analytical framework of initiation, information, accommodation, and legalized (acceptance) in the school, central office, and school-community sub-publics. Issues were analyzed in the four school-communities. The political variance of the four school-communities suggested that issues would vary in number and resolution. Nineteen hypotheses were generated from the data. Eleven recommendations were written for the public school audience. (Author/SJL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Note: For related document, see ED 111 106