William G. Ouchi (2006):
Power to the Principals: Decentralization in Three Large School Districts.
ORGANIZATION SCIENCE Vol. 17, No. 2, March-April 2006, pp. 298-307.
Please note: This page may contain data in Norwegian that is not translated to English.
Type of publication:
Tidsskriftsartikkel
Link to publication:
http://orgsci.journal.informs.org/cgi/reprint/17/2/298
Link to review:
http://orgsci.journal.informs.org/cgi/content/abstract/17/2/298
Number of pages:
10
Language of publication:
Engelsk
Country of publication:
USA
NSD-reference:
2334
This page was last updated:
11/7 2007
Publikasjonens datagrunnlag:
- Primærdata
- Sekundærdata
- Kvalitativ
- Intervju
- Dokumentstudie
- Case studie
Land som er gjenstand for studien:
- USA
Verkemiddel i den konstituerande styringa:
- 1.1 Organisering generelt
- 1.2 Endring i tilknytningsform
Studieoppdrag:
- Forskning
Studietype:
- Effektstudie/implikasjoner/resultater
Type effekt:
- Kostnadseffektivitet
- Strukturelle og styringsmessige effektar
- Kvalitet og sikkerhetsmessige effektar
- Effekter i arbeidslivet
Sektor (cofog):
- Barneskular I
- Ungdomsskular I
- Videregående skular I
Summary:
School districts have made several attempts at decentralizing. However, decentralization in school districts can mean so many different things that the term has nearly lost its meaning.
<p>
This paper reports a study of three large urban school districts that, over almost 30 years, adopted nearly identical approaches to decentralizing, granting control to principals and expanding freedom of choice for families. In all three cases, the goal of improving student achievement was achieved, although with a very small sample.
<p>
These three districts are compared to the three largest public districts in North America. The comparisons reveal that the three decentralized districts attained a high level of principal control over school budgets, staffing, schedule, and teaching methods.
<p>
Note:
Komparativ studie mellom 3 skoledistrikt, Edmonton, Seattle og Houston, USA