The Little District that Could: The Process of Building District-School Trust

Autor/inn/en	Chhuon, Vichet; Gilkey, Elizabeth M.; Gonzalez, Margarita; Daly, Alan J.; Chrispeels, Janet H.
Titel	The Little District that Could: The Process of Building District-School Trust
Quelle	In: Educational Administration Quarterly, 44 (2008) 2, S.227-281 (55 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X07311410
Schlagwörter	Campuses; Trust (Psychology); Participant Observation; Integrity; School Districts; Educational Change; Central Office Administrators; School Restructuring; Governance; School Effectiveness; Case Studies; Partnerships in Education; Educational Administration; College School Cooperation + Suchen Sie Ihr Suchwort? Teilnehmende Beobachtung; Integrität; School district; Schulbezirk; Bildungsreform; Schulreformplan; Schulumwandlung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schuleffizienz; Case study; Fallstudie; Case Study; Hochschulpartnerschaft; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Purpose: This article describes how trust emerged as an issue in one school district and the processes by which central office administrators enhanced trust with its school site leaders. Method: This exploratory participant observer case study uses multiple sources of data including surveys, interviews, observations, and documents collected during a 4-year period from central office and school site leaders. Findings: The article illustrates how a university partner can play a critical role in surfacing and bringing forth action on an undiscussable issue--trust between the central office and its schools--and the actions taken by the central office to address specific facets of trust: openness, communication, risk, and integrity. The site administrators' response to these actions revealed that trust can be developed at both the relational and organizational leadership levels. Significance to the Field: The study is significant in illustrating that building trust between the central office and school sites can be an essential step in an underperforming district and can serve as a resource in achieving and sustaining school district reform. It also shows that attending to specific facets of trust can be useful when examining the development of trust between school sites and the district office. (Contains 5 tables.) (Author).
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	2017/4/10