A Phenomenological Study of Autonomous Management Performance Schools (AMPS) in the Chicago Public Schools

Autor/in	Moore, Forrest W.
Titel	A Phenomenological Study of Autonomous Management Performance Schools (AMPS) in the Chicago Public Schools
Quelle	(2009), (151 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Loyola University Chicago
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1092-6692-4
Schlagwörter	Hochschulschrift; Dissertation; Public Schools; Program Effectiveness; Educational Change; Administrative Organization; Central Office Administrators; School Districts; Educational Policy; Governance; School Based Management; Decision Making; Curriculum; Conflict; Phenomenology; Ideology; Administrative Policy; Policy Analysis; Interviews; Administrator Attitudes; Administrative Change; School Personnel; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Public school; Öffentliche Schule; Bildungsreform; School district; Schulbezirk; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Decision-making; Entscheidungsfindung; Curricula; Lehrplan; Rahmenplan; Konflikt; Phenomenological psychology; Phänomenologie; Psychologie; Ideologie; Politikfeldanalyse; Interviewing; Interviewtechnik; Schulpersonal
Abstract	The primary objective of this qualitative study is to explore the impact of autonomy on the relationship between schools and districts of the school level across governance, operations, curriculum and instruction and the decision making that accompanies the each of these factors. More specifically, this study focuses the impact of autonomy within Chicago Public Schools (CPS) through examination of the relationship between the autonomous schools (AMPS) and the central office. The researcher utilized phenomenological design as the method for collecting and analyzing the data. The study was designed in response to the continuous tension between the ideologies of centralization and decentralization in American public education, which brings forth change in governance policy. The school autonomy movement is a governance policy that reflects the current reigning ideal of decentralization. To complete this study, the researcher interviewed key CPS central office administrators in the areas of governance; school operations; curriculum and instruction. The researcher also conducted interviews with 11 administrators from the AMPS schools. Upon completion of the data collection strategies, the interviews were analyzed and coded into meaning clusters. The researcher identified formulated meaning of significant statements. The analysis revealed those elements that influenced the participants' perception of the phenomenon of school autonomy. The three themes that explicated these schools' experiences with the phenomenon of school autonomy were: (a) the defining moments; (b) how free are we; and (c) why we are free. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10