Charting Chicago School Reform
Democratic Localism as a Lever for Change
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Charting Chicago School Reform by Anthony S. Bryk
Book DescriptionIn 1989, Chicago began an experiment with radical decentralization of power and authority. This book tells the story of what happened to Chicago's elementary schools in the first four years of this reform. Implicit in this reform is the theory that expanded local democratic participation would stimulate organizational change within schools, which in turn would foster improved teaching and learning. Using this theory as a framework, the authors marshal massive quantitative and qualitative data to examine how the reform actually unfolded at the school level.With longitudinal case study data on 22 schools, survey responses from principals and teachers in 269 schools, and supplementary system-wide administrative data, the authors identify four types of school politics: strong democracy, consolidated principal power, maintenance, and adversarial. In addition, they classify school change efforts as either systemic or unfocused. Bringing these strands together, the authors determine that, in about a third of the schools, expanded local democratic participation served as a strong lever for introducing systemic change focused on improved instruction. Finally, case studies of six actively restructuring schools illustrate how under decentralization the principal's role is recast, social support for change can grow, and ideas and information from external sources are brought to bear on school change initiatives. Few studies intertwine so completely extensive narratives and rigorous quantitative analyses. The result is a complex picture of the Chicago reform that joins the politics of local control to school change.This volume is intended for scholars in the fields of urban education, public policy, sociology of education, anthropology of education, and politics of education. Comprehensive and descriptive, it is an engaging text for graduate students and upper-level undergraduates. Local, state, and federal policymakers who are concerned with urban education will find new and insightful material. The book should be on reading lists and in professional development seminars for school principals who want to garner community support for change and for school community leaders who want more responsive local institutions. Finally, educators, administrators, and activists in Chicago will appreciate this detailed analysis of the early years of reform.
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Book DetailsISBN: 9780813366258
(229mm x 152mm x 23mm)
Imprint: Westview Press Inc
Publisher: The Perseus Books Group
Publish Date: 16-Jul-1999
Country of Publication: United States
Books By Author Anthony S. Bryk
Organizing Schools for Improvement, Paperback (February 2010)
In 1988 the Chicago public school system decentralized, granting parents and communities significant resources to reform their schools in dramatic ways. This book identifies a comprehensive set of practices and conditions that were key factors for improvement, including school leadership and the professional capacity of the faculty and staff.
Building Trust for Better Schools, Paperback (June 2005)View all books by Anthony S. Bryk
Kochanek links the growth of trust with positive outcomes that benefit schools, such as increased participation, greater openness to innovations, boosts in parent outreach, and higher academic productivity.
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Author Biography - Anthony S. Bryk
ation at the University of Chicago, senior director of the Consortium on Chicago School Research, and director of the Center for School Improvement. His previous books include Catholic Schools and the Common Good and Hierarchical Linear Models: Applications and Data Analysis Methods.Penny Bender Sebring is a senior research associate at the University of Chicago and a director of the Consortium on Chicago School Research. David Kerbow is research associate at the Center for School Improvement, University of Chicago. Sharon Rollow is director of research for the Center for School Improvement, University of Chicago. John Q. Easton is director of Research, Analysis, and Assessment at the Chicago Public Schools and a director of the Consortium on Chicago School Research.
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