Citation

Increasing school autonomy: Using policy inducements to impact schools’ relationships with the central office.

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

This study directly examines the organizational relationship between the central office and school. Findings have implications for district and building level leaders who seek to make schools more autonomous. For many districts, the promotion of school-based autonomy requires a fundamental cultural shift in how they view schools and their role in relating to schools. To what extent and under what conditions should district leaders maintain an accountability or supportive focus?

Most Common Document Word Stems:

school (255), district (173), autonomi (103), teacher (71), ti (63), educ (56), princip (55), state (44), interview (43), superintend (42), polici (40), administr (39), struggl (36), frame (34), run (33), level (33), head (33), research (30), 2009 (28), student (28), initi (27),
Convention
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378276_index.html
Direct Link:
HTML Code:

MLA Citation:

Mayer, Anysia., Cobb, Casey., Donaldson, Morgaen., Tucker, Shuana., James, Marlon., Kass, Vanessa. and Irizarry, Jason. "Increasing school autonomy: Using policy inducements to impact schools’ relationships with the central office." Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378276_index.html>

APA Citation:

Mayer, A. P., Cobb, C. , Donaldson, M. , Tucker, S. , James, M. , Kass, V. E. and Irizarry, J. , 2009-11-19 "Increasing school autonomy: Using policy inducements to impact schools’ relationships with the central office." Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378276_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study directly examines the organizational relationship between the central office and school. Findings have implications for district and building level leaders who seek to make schools more autonomous. For many districts, the promotion of school-based autonomy requires a fundamental cultural shift in how they view schools and their role in relating to schools. To what extent and under what conditions should district leaders maintain an accountability or supportive focus?


Similar Titles:
Principal Responses to Accountability, Autonomy, and Superintendent Change: Findings from a Large U.S. Urban School District

The State of Music Education in Canadian and Quebec Schools as reported by Administrators and Music Teachers

Principals’ Knowledge of Special Education Policy: School Leaders Negotiating Teacher Evaluations in the Dark

Impact of State Mandated Teacher Evaluation on Principals’ Leadership Roles: Case Study of a School District

From Teacher Leader to School Administrator: Developmental Phases of pK-12 Principals and Superintendents


 
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