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ERIC Number: ED334644
Record Type: Non-Journal
Publication Date: 1991
Pages: 22
Abstractor: N/A
Reference Count: N/A
Chicago and Britain: Experiments in Empowering Parents. I. The Second Wave of Reform: Restructuring Schools.
Hess, G. Alfred, Jr.
Three competing models for public school improvement are described as points of reference. The technical transfer model of school reform focuses on how to better transfer knowledge already in the possession of academics. Placing the locus of authority in the classroom is the main issue of the professionalization model for school improvement. The client empowerment model for reform gives authority to the consumers of education. Underlying these views is the effort to restructure schools and school systems. Three separate approaches that make up the general category of school restructuring are: (1) enhancing teacher professionalization by rethinking teacher preparation and advocating empowerment; (2) using competition pressures to improve schools via enrollment choice, and (3) implementing parent-dominated school-based management. Examples of each approach in Chicago and other areas are given. School-based management was established in Chicago during 1988 with a set of 5-year goals such as improving student achievement and improving attendance and graduation rates. A similar program of local school management was established in Great Britain in 1986 and 1988. Both reforms are based in legal mandates imposed upon local education agencies. Common themes in the educational reforms enacted for Chicago and Great Britain include a concern for the disadvantaged and budget control, although differences such as curriculum diversity and budgetary approaches do exist. Issues in comparing approaches to school-based management encompass criteria for judging program success; the roles of professionals, clients, and students; and the locus of authority. (28 references) (EJS)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)