Building a school leadership programme: an American paradox of autonomy and accountability
Author(s)
Reyes-Guerra, Daniel
Russo, Marianne R.
Bogotch, Ira
Vasquez-Colina, Maria D.
Griffith University Author(s)
Year published
2014
Metadata
Show full item recordAbstract
School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university–school district partnership designed to develop turnaround administrators by exploring the tensions between autonomy and accountability. The findings indicate that mandates force educators to find new spaces that are contextually appropriate and effective in exercising their autonomy and accountability ...
View more >School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university–school district partnership designed to develop turnaround administrators by exploring the tensions between autonomy and accountability. The findings indicate that mandates force educators to find new spaces that are contextually appropriate and effective in exercising their autonomy and accountability within a conceptual model for partnerships between schools, districts, universities and the governing bodies that regulate them.
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View more >School districts within the USA face ever-decreasing autonomy in rendering decisions regarding instruction, curriculum and the leading and managing of schools at the local level due to the ever-increasing accountability measures implemented by district, state and federal governments. This study investigates a joint university–school district partnership designed to develop turnaround administrators by exploring the tensions between autonomy and accountability. The findings indicate that mandates force educators to find new spaces that are contextually appropriate and effective in exercising their autonomy and accountability within a conceptual model for partnerships between schools, districts, universities and the governing bodies that regulate them.
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Journal Title
School Leadership & Management
Volume
34
Issue
4
Subject
Specialist Studies in Education not elsewhere classified
Specialist Studies in Education