Partners or Managers? A Case Study of Public-Private Partnerships in New York City

Autor/inn/en	DiMartino, Catherine; Thompson, Eustace
Titel	Partners or Managers? A Case Study of Public-Private Partnerships in New York City
Quelle	In: Journal of Cases in Educational Leadership, 19 (2016) 4, S.16-31 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458916672706
Schlagwörter	Leitfaden; Unterricht; Lehrer; Case Studies; Partnerships in Education; Public Sector; Private Sector; Stakeholders; Educational Administration; Leadership; Instructional Leadership; Administrative Principles; Administrative Organization; Power Structure; Group Dynamics; Governance; Context Effect; Group Unity; Decision Making; Learning Activities; Questioning Techniques; Case Method (Teaching Technique); Higher Education; New York (New York) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Öffentlicher Sektor; Privater Sektor; Bildungsverwaltung; Schuladministration; Schulverwaltung; Führung; Führungsposition; Leadership; Bildung; Erziehung; Gruppendynamik; Education; Educational policy; Financing; Steuerung; Bildungspolitik; Finanzierung; Gruppenidentität; Decision-making; Entscheidungsfindung; Lernaktivität; Befragungstechnik; Fragetechnik; Case method; Fallmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This case tells the story of a failed public-private partnership. It illustrates how stakeholders, encouraged by the current political context, rushed into a partnership without establishing a basis for mutual understanding and expectations. As a result of this hasty arrangement, questions emerged over who ultimately controlled decisions related to curriculum and personnel issues. This case speaks to educational school and district leaders as well as private sector actors interested in becoming involved in public education. Students studying this case should examine the power and potential of memos of understanding and contracts, the importance of a unified educational vision and the successes and pitfalls of public-private partnerships. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01