Governing Learning in Ohio's Urban School Districts: An Exploration of Five Sets of Governance Issues That Appear Related to Student Achievement.

Autor/inn/en	Trenta, Louis; Cunningham, Luvern; Printy, Susan; Kruse, Sharon; Griswold, Philip; Hunn, Diana; Aquila, Frank
Titel	Governing Learning in Ohio's Urban School Districts: An Exploration of Five Sets of Governance Issues That Appear Related to Student Achievement.
Quelle	(2002), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Evaluation; Boards of Education; Educational Administration; Elementary Secondary Education; Focus Groups; Governance; Instructional Leadership; Teacher Evaluation; Urban Schools; Ohio + Suchen Sie Ihr Suchwort? Ausschuss; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Instruction; Leadership; Führung; Teacher appraisal; Lehrerbeurteilung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study explored how the governance leadership of Ohios urban school districts views and deals with major governance issues related to student achievement. Five sets of issues were chosen as the focus of the research: (1) the recruitment, selection, retention, and evaluation of Ohio urban superintendents of schools and school district treasurers; (2) recruitment, selection, assignment, and evaluation of teachers, principals, and other professionals in urban systems; (3) school board effectiveness; (4) escalating competition for planning time and resources as it drains district capacities for governing and managing urban districts; and (5) technology, e-government, and institutional oversight. Researchers conducted a set of focus groups in three areas of the state, additional focus groups of administrators, and a conference on governance and student achievement attended by representatives of nine urban school districts. Findings from these focus groups and conferences are grouped according to the set of issues. Representatives of the urban districts that examined these issues found that they had much in common, and they expressed the belief that they would benefit from united, or at least mutually supporting, actions. Findings show that it is difficult to focus on the governance of learning projects when so many other factors, many of them easier to discuss, are believed to contribute to learning. Governance in urban education is becoming more, rather than less, difficult, and deserves greater attention that it usually receives. An appendix lists the issues in each set discussed. (Contains 16 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC