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ERIC Number: ED345363
Record Type: RIE
Publication Date: 1992-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
Perceptions of Different Educational Stakeholders Regarding the World, Schools, and Educational Change.
Martin-Kniep, Giselle O.
Findings from a study that examined the perceptions of different educational stakeholders about the context of schools and educational change are presented in this paper, which views educational change from within a transformational framework. The focus is not only on goals, but also on the beliefs and expectations of the stakeholders in the educational system and surrounding community. Education 2000, an initiative of the American Forum for Global Education calls for educational re-design grounded in global education. It is a national project that establishes structured linkages between school districts and their communities, and holds the belief that the design of an educational system must be owned by local, multiple stakeholders. Three such projects are: Redwood Falls, Minnesota; Tinley Park, Illinois, and Yonkers, New York. This paper studies the Minnesota and New York data. Surveys mailed in Yonkers are returned by 771 professional staff and 417 parents, yielding respective response rates of 47 and 15 percent. In Redwood Falls, 226 out of 800 community members responded, a 28 percent response rate, and 72 staff members completed the survey, an 80 percent response rate. Similar numbers of parents and community members favored change or were satisfied with their schools, and different educational staff held different role perceptions. If commitment to school restructuring is based on the beliefs of a critical mass of stakeholders, an issue to be addressed is that of defining what constitutes a critical mass. The data supports a systemic, ongoing revision of roles and perceptions of different educational stakeholders. Four tables are included. (7 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Partial funding provided by a grant from the Hitachi Foundation.