ERIC Number: ED387860
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
Who's in Charge? State Differences in Public School Teachers' Perceptions of Their Control over Determining Curriculum, Texts, and Course Content. Research Report.
Many recent school-reform efforts have called for increasing decision-making power at the local school level. This report examines state differences in the amount of control that public school teachers believe they have over establishing curriculum; selecting textbooks and other instructional materials; and selecting topics, content, and skills to be taught in their classrooms. Teachers' views on control over school policy and classroom practices were analyzed based on data from the Schools and Staffing Survey (SASS) of 1990-91. SASS, a nationally representative survey of teachers, as well as school districts, schools, and principals, is conducted by the U.S. Department of Education's National Center for Education Statistics. The 1990-91 survey collected information from more than 53,000 public and private school teachers. The data show large differences across the states in the amount of control that teachers believe they have over determining curriculum, texts, and course content. In general, teachers in the southern and southeastern states report the least control over establishing curriculum, selecting texts, and determining content, while their colleagues in northern New England and the north central states report the most. Three figures and one table are included. Contains three references. (LMI)
Descriptors: Academic Freedom, Classroom Techniques, Curriculum Design, Decision Making, Elementary Secondary Education, National Surveys, Participative Decision Making, Professional Autonomy, Teacher Influence, Textbook Selection
OERI, 555 New Jersey Avenue, N.W., Room 610, Washington, DC 20208-5521. Full text also available at the following Internet addresses: gopher.ed.gov or http://www.ed.gov.
Publication Type: Collected Works - Serials; Reports - Research
Education Level: N/A
Authoring Institution: National Inst. on the Education of At-Risk Students (ED/OERI), Washington, DC.