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ERIC Number: ED313976
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 29
Abstractor: N/A
Reference Count: N/A
Coordinating "Marginal" Matters Central to State Interests: University System Involvement in K-12 Education. ASHE Annual Meeting Paper.
Zusman, Ami
The ways in which university system offices deal with both state policymakers and their own campuses in addressing various dilemmas (e.g. kindergarten-12 education) are discussed. Research questions addressed are: how system offices of multicampus universities deal with their campuses on matters considered relatively marginal to the campuses but important to state interests and concerns; how they respond to state threats of intrusions into university programs in areas important to state policymakers but relatively peripheral to the campus core; and how they promote efforts within the university to improve the public schools. The systemwide administrations in four public multicampus universities are examined, addressing issues of teacher education and related K-12 matters. Interviews were done with top systemwide administrators, other systemwide staff, and campus faculty and administrators concerned about teacher education and university-school relations. State, systemwide, and independent reports on the universities and their K-12 activities were examined. Results include: (1) university system administrations vary greatly in the extent to which they provide either leadership for or regulation of the campuses; (2) although still relatively low, overall system-level attention and resources devoted to K-12 concerns have increased; (3) system administrators seem readier than in the past to make system-level initiatives intended to improve teacher education or the schools; and (4) university systemwide offices can play a useful role in teacher education and K-12 reform. Figures are included. Contains 27 references. (SM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A