ERIC Number: ED348712
Record Type: RIE
Publication Date: 1992-Apr
Effective Schools, Tinkering and School Cultures: Maintaining Schools That Sort by Race, Class, and Gender.
Eubanks, Eugene; Parish, Ralph
The relationship between effective schools research and the cultural aspect of school organizations are examined in this paper. The first part discusses how effective schools projects are designed and implemented as opposed to what is actually practiced. Differences between "tinkering" with existing structures, a strategy to maintain the status quo, and making substantive changes are discussed in the second part. The third part examines the influence of sociocultural conditions that produce different educational experiences based on race, class, and gender on program implementation. If reformed schools are to develop, two major considerations must be addressed--organizational development and learning. Four principles of learning and the organizational structures that support learning in urban settings are described and it is concluded that teachers and administrators must make substantive changes rather than tinkering with existing arrangements. (Contains 33 references.) (LMI)
Descriptors: Educational Discrimination, Educational Quality, Effective Schools Research, Elementary Secondary Education, Organizational Change, Organizational Climate, Outcomes of Education, Program Implementation, Racial Discrimination, School Culture, School Effectiveness, Sex Bias, Socioeconomic Status
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).