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ERIC Number: EJ1019077
Record Type: Journal
Publication Date: 2013-Dec
Pages: 37
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-0013-161X
Negotiating Site-Based Management and Expanded Teacher Decision Making: A Case Study of Six Urban Schools
Mayer, Anysia Peni; Donaldson, Morgaen L.; LeChasseur, Kimberly; Welton, Anjalé D.; Cobb, Casey D.
Educational Administration Quarterly, v49 n5 p695-731 Dec 2013
Purpose: This article presents findings from a study of six schools in the Together Initiative (TI), which facilitates increased school autonomy from districts and expands teacher decision-making authority. This study aims to understand how TI's theory of action changed structures, cultures, and agency as the concepts of "site-based management" and "expanded teacher decision making" were interpreted and implemented by district and school leaders and teachers. Research Design: Data were collected over the first 2 years of the initiative using a concurrent mixed-methods design. Field notes from more than 200 hours of observations and transcripts of 231 semistructured interviews with stakeholders were coded using the constant-comparative method. Findings from qualitative data were triangulated with annual teacher survey findings. Findings: Implementation of TI varied across the six schools and depended greatly on school staffs' existing relationships the district, principal support for decision-making structures, and the extent to which school cultures reflected trust and teachers were able to enact greater agency. Only two schools experienced moderate increases in site-based management and expanded teacher decision making; those that did not were missing at least one of these structural or cultural supports. Conclusions: At a time when charter schools are touted as an effective reform model, this article informs policy and practice on the original charter concept--autonomous, innovative district schools. Our findings suggest that creating contexts where site-based management can flourish is far more complicated than changing structures or establishing supportive school cultures.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A