Implementation of an Educational Accountability Agenda: Integrated Governance in the Chicago Public Schools Enters Its Fourth Year.

Autor/inn/en	Wong, Kenneth K.; Anagnostopoulos, Dorothea; Rutledge, Stacey; Lynn, Laurence; Dreeben, Robert
Titel	Implementation of an Educational Accountability Agenda: Integrated Governance in the Chicago Public Schools Enters Its Fourth Year.
Quelle	(1999), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Competency Based Education; Curriculum Development; Educational Change; Elementary Secondary Education; Governing Boards; Instructional Effectiveness; Learning Strategies; Public Schools + Suchen Sie Ihr Suchwort? Verantwortung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Governing body; Governing bodies; Leitungsgremium; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Public school; Öffentliche Schule
Abstract	This report focuses on how the Chicago Public School District, schools, and teachers implemented key components of the district's accountability agenda and its effects on teaching. Key findings are as follows: (1) formal sanctions influence school and teacher resource allocation; (2) mismatches between formal sanctions and support result in teacher skepticism; (3) professional discretion facilitates implementation of the district's academy model; (4) professional discretion challenges the district's attempts to expand teachers' roles; and (5) teacher discretion circumscribes district instructional intervention. District initiatives have affected how schools and teachers allocate key resources, including time, curriculum, and students. Schools and teachers have accommodated policies that entail formal sanctions and professional discretion by allocating instructional time and activities to fulfill policy objectives. By contrast, district support associated with formal sanctions appears to have had marginal impact. Teachers maintained discretion over classroom instruction, adapting and circumscribing district attempts to direct instructional change. (Contains 24 references and notes.) (DFR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC