Democratizing School Authority: Brazilian Teachers' Perceptions of the Election of Principals

Autor/in	Myers, John P.
Titel	Democratizing School Authority: Brazilian Teachers' Perceptions of the Election of Principals
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 4, S.952-966 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2007.09.012
Schlagwörter	School Restructuring; Elections; Educational Change; Participative Decision Making; Foreign Countries; Principals; Teaching Methods; Teacher Attitudes; Democratic Values; Teacher Role; Educational Environment; Power Structure; Educational Philosophy; Teacher Empowerment; Personnel Selection; Developing Nations; Brazil + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Election; Wahl; Bildungsreform; Ausland; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Personalauswahl; Personalentscheidung; Developing country; Developing countries; Entwicklungsland; Brasilien
Abstract	The idea of collective decision making in schools has been a popular democratic educational reform model. One of its claims is that participation in school decision making empowers teachers and improves teaching. This research investigates this claim by exploring seven teachers' experiences with a unique democratic school reform in Porto Alegre, Brazil, the election of principals by teachers, students, parents, and staff. Results showed that the elections reshaped the school authority relations, resulting in greater freedom for teachers to introduce democratic teaching methods, while articulating the school as a democratic institution and teachers as citizens. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10