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Honig M. I. & Rainey L. R. (2011). « Autonomy and School Improvement : What Do We Know and Where Do We Go From Here? ». Educational Policy, vol. 26, n° 3, octobre, p. 465–495. ISSN 0895-9048. En ligne : < ... 0.1177/0895904811417590>. 
Added by: orey (13 Feb 2013 15:42:26 Europe/Paris)   Last edited by: orey (11 Mar 2013 08:42:22 Europe/Paris)
Resource type: Journal Article
DOI: 10.1177/0895904811417590
ID no. (ISBN etc.): 0895-9048
BibTeX citation key: Honig2011a
Categories: General
Subcategories: apprentissages des mathématiques
Keywords: autonomie, décentralisation, gouvernance, réforme
Creators: Honig, Rainey
Collection: Educational Policy
Views: 3797/4117
Views index: 36%
Popularity index: 9%
URLs     http://epx.sagepub ... 7/0895904811417590
Revue de recherche sur les réformes récentes aux Etats-Unis visant à donner plus d'autonomie aux écoles pour améliorer l'apprentissage et l'enseignement.

New “autonomy initiatives” aim to increase schools’ decision-making author- ity as a strategy to leverage school improvement. These policies build on lessons of previous reforms such as site-based management in ways that bode well for their success. However, how are these policies actually faring in implementation? The authors addressed that question with a comprehensive research review. Findings reveal that these reforms are posting better results than previous efforts but, overall, results are still quite limited. The autonomy provisions of the policies generally go unimplemented. Accordingly, improved results for participating schools may stem from supports for implementation other than the promised autonomy.

Added by: orey  Last edited by: orey
p.4   "previous reforms as implemented—and often as originally designed—tended to focus marginally, at best, on teaching and learning improvement. For example, decentralization and site-based management initiatives generally emphasized changing the balance of authority between schools/ communities and their district central offices or the creation of school-based governance councils as main outcomes in and of themselves, not necessarily as strategies for helping schools improve teaching and learning. The development and management of these governing bodies consumed significant amounts of school staffs’ time in ways that detracted from their focus on teaching and learning matters. When they did focus on issues beyond their own processes, school site management teams by and large concentrated not on instruction but on“tertiary activities”  such as student discipline, campus aesthetics, staff responsibilities, and the distribution of funds often from small discretionary budgets."   Added by: orey
Keywords:   dĂ©centralisation autonomie institutionnelle
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