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Partnering districts and schools for...

The University of Texas at El Paso., Sociology.

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Partnering districts and schools for improvement: A study in educational sociology.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Partnering districts and schools for improvement: A study in educational sociology./
Author:	Perry, Harriet Harris.
Description:	81 p.
Notes:	Adviser: Howard Campbell.
Contained By:	Masters Abstracts International46-06.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1453814
ISBN:	9780549588115

Partnering districts and schools for improvement: A study in educational sociology.
Perry, Harriet Harris.

Partnering districts and schools for improvement: A study in educational sociology. - 81 p.

Adviser: Howard Campbell.

Thesis (M.A.)--The University of Texas at El Paso, 2008.

This thesis is a case study of district-led school improvement in an urban high school in west Texas with a history of low performance. I begin with an overview of public school reform in America. Acknowledging the existence of a relatively stable institutionalized core or "deep structure" in public schools and the difficulty of making changes to it (Tyack & Cuban, 1995; Tye, 2000; Spillane, Reiser, and Reimer, 2002; Elmore, 2004), some factors that encourage or inhibit substantive improvement are examined. Research in organizational and institutional theory provides a framework for analysis.

ISBN: 9780549588115Subjects--Topical Terms:

626654
Education, Sociology of.

Partnering districts and schools for improvement: A study in educational sociology.
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100 1 $a Perry, Harriet Harris. $3 1024758
245 1 0 $a Partnering districts and schools for improvement: A study in educational sociology.
300 $a 81 p.
500 $a Adviser: Howard Campbell.
500 $a Source: Masters Abstracts International, Volume: 46-06, page: 3104.
502 $a Thesis (M.A.)--The University of Texas at El Paso, 2008.
520 $a This thesis is a case study of district-led school improvement in an urban high school in west Texas with a history of low performance. I begin with an overview of public school reform in America. Acknowledging the existence of a relatively stable institutionalized core or "deep structure" in public schools and the difficulty of making changes to it (Tyack & Cuban, 1995; Tye, 2000; Spillane, Reiser, and Reimer, 2002; Elmore, 2004), some factors that encourage or inhibit substantive improvement are examined. Research in organizational and institutional theory provides a framework for analysis.
520 $a Conditions in the wider society have a major influence on the state of the nation's public schools. Discussion of some of these influences and the challenges schools confront provide context for the case study that follows. Of particular importance is the current national policy environment that emphasizes standards-based reform and accountability for results---an environment that arguably calls for new practices in leadership and teaching.
520 $a This research focuses on the pivotal role school districts can play in the success of improvement efforts for individual schools. Data gathered through interviews, observations and existing databases are presented to describe one large, urban school district's improvement program and gauge its potential for long-term success.
590 $a School code: 0459.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Social Structure and Development. $3 1017425
690 $a 0340
690 $a 0700
710 2 $a The University of Texas at El Paso. $b Sociology. $3 1024757
773 0 $t Masters Abstracts International $g 46-06.
790 $a 0459
790 1 0 $a Campbell, Howard, $e advisor
790 1 0 $a Howard, Cheryl $e committee member
790 1 0 $a Luykx, Aurolyn $e committee member
790 1 0 $a Schulte, Don P. $e committee member
791 $a M.A.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1453814