Honig M. I. & Rainey L. R. (2011). Â« Autonomy and School Improvement : What Do We Know and Where Do We Go From Here? Â». Educational Policy, vol. 26, nÂ° 3, octobre, p. 465–495. ISSN 0895-9048. En ligne : <http://epx.sagepub.com/ ... 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
ID no. (ISBN etc.): 0895-9048
BibTeX citation key: Honig2011a
Subcategories: apprentissages des mathĂ©matiques
Keywords: autonomie, dĂ©centralisation, gouvernance, rĂ©forme
Creators: Honig, Rainey
Collection: Educational Policy
Views index: 36%
Popularity index: 9%
|URLs http://epx.sagepub ... 7/0895904811417590|
Revue de recherche sur les rĂ©formes rĂ©centes aux Etats-Unis visant Ă donner plus d'autonomie aux Ă©coles pour amĂ©liorer l'apprentissage et l'enseignement.
New â€śautonomy initiativesâ€ť aim to increase schoolsâ€™ 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
"previous reforms as implementedâ€”and often as originally designedâ€”tended to focus marginally, at best, on teaching and learning improvement.Â 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 staffsâ€™ 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 onâ€śtertiary activitiesâ€ť Â 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