Challenges and Choices: A Multidistrict Analysis of Statewide Mandated Democratic Engagement

Autor/inn/en	Marsh, Julie A.; Hall, Michelle
Titel	Challenges and Choices: A Multidistrict Analysis of Statewide Mandated Democratic Engagement
Quelle	In: American Educational Research Journal, 55 (2018) 2, S.243-286 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217734803
Schlagwörter	Educational Change; Democracy; Democratic Values; Public Administration; Institutional Characteristics; Program Implementation; Stakeholders; Partnerships in Education; Barriers; Trust (Psychology); Citizen Participation; State Policy; Compliance (Legal); School Districts; Funding Formulas; School District Autonomy; School District Spending; Decision Making; Educational Policy; Leadership Styles; Administrator Surveys; Elementary Secondary Education; Semi Structured Interviews; California + Suchen Sie Ihr Suchwort? Bildungsreform; Demokratie; Öffentliche Verwaltung; Hochschulpartnerschaft; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; School district; Schulbezirk; Funding; Finanzierung; School districts; Autonomy; School autonomy; Schulautonomie; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; Führungsstil; Kalifornien
Abstract	This article seeks to deepen our understanding of the nature and quality of democratic participation in educational reform by examining the first-year implementation of California's Local Control Funding Formula (LCFF) mandating civic engagement in district decision-making. Drawing on democratic theory, empirical literature, and data from 10 districts, we find that even when district leaders committed to involving stakeholders in decision-making, achieving this vision was often constrained by power imbalances, deeply engrained institutional habits, and limited capacity. We also find that climates of trust, support from external organizations, and homogeneity appeared to provide the foundation for deeper, broader democratic engagement in a few cases. The article concludes with implications for policy, practice, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01