School-Based Management! Shared Decision Making in Dade County (Miami)

Cistone, Peter J.; Fernández, Joseph A.; Tornillo, Pat L.

doi:10.1177/0013124589021004004

Cited by 10 publications

(4 citation statements)

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“…The actions of several major urban school districts in the USA that have begun to implement site-based management (Chicago Public Schools, 1993;Cistone et al, 1989) have given visibility to a plethora of issues and conflictladen incompatibilities among key interests and constituencies at local school sites (Ellis and Fouts, 1994;Lange, 1993). Incompatibilities among professionals with expert orientations, administrators with bureaucratic orientations, and students, parents, and referent publics with varying expectations for schools as educational and social institutions suggest continuities in terms of intensity and extent of conflict at school sites.…”

Section: Conflict and Site-based Managementmentioning

confidence: 99%

Conflict management strategies of principals in site‐based managed schools

Henkin

Cistone

Dee

2000

Journal of Educational Administration

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Site‐based management depends on collaboration and teamwork among teachers, administrators, and parents. Collaborative decision making in educational systems is frequently characterized by conflict and disagreement, given differing perspectives and opinions among participants, and differing interests in the status quo. School principals, charged with facilitator roles in locally managed schools, are challenged to address resulting conflicts in ways that yield functional synergies and constructive outcomes which enable schools to respond to community needs. The purpose of this study is to develop a profile of preferred conflict management behaviors and strategies of a sample of principals in a large, urban school district who work in site‐based managed schools. Results reflect these principals’ preference for solution‐oriented conflict strategies. Findings are discussed in terms of the changing leadership responsibilities of principals in site‐based managed schools.

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Section: Conflict and Site-based Managementmentioning

confidence: 99%

Conflict management strategies of principals in site‐based managed schools

Henkin

Cistone

Dee

2000

Journal of Educational Administration

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“…120 For a more general discussion of teachers' professional experiences in schools, see McLaughlin, Talbert, and Bascia (1990). Regarding implications of teachers' participation in school decisions, see Cistone, Fernandez, and Tornillo (1989); Imber and Neidt (1990); Lipham (1981); Lawler (1985); Maeroff (1988); and Mohrman, Cooke, and Mohrman (1978) for descriptions of experimental programs. 121 This topic is taken up directly in the work of Neufeld (1984), S. M. Johnson (1990), and McLaughlin (in press).…”

Section: Notesmentioning

confidence: 99%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

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From its inception in the 1960s, the major focus of large-scale quantitative investigations of school effects has been on the issue of equal opportunities in education for disadvantaged and minority students. For two decades, school effects research attempted to identify the best way to deploy new federal resources for advancing educational equity. Beginning with the publication of the Equality of Educational Opportunity Report by James Coleman and others in 1966, this type of research was based on two different (but not inconsistent) conceptual frameworks. One, with an economic orientation, focused on school effectiveness as a series of input-output analyses (i.e., production functions) that were meant to estimate the impact of such fiscal resources as average teachers' salaries, books in the library, and class size on the average achievement of students in particular schools. Another strand, involving mainly sociologists, pursued issues of social stratification. Work using this second framework examined the role of education in status attainment. With years of schooling as the key independent variable, the primary focus was on the consequences of schooling for occupational and social mobility. 1 Both strands of school effects research in its early manifestation were conceptualized with a functionalist orientation based on human capital theory. Although seeking answers to ostensibly different questions, these two streams of work shared a common viewpoint: They conceived the organizational structure of a school as a "black box." As such, the in-

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“…After ensuring that two-thirds of a school's faculty voted in favor of submitting a plan to form a council, a ten-member joint task force, cochaired by the superintendent of schools and the executive vice president of the teachers' union, selected 32 of the 53 proposals for implementation in 1987 (Cistone, 1989).…”

Section: Dade Countymentioning

confidence: 99%

School-based decision making, American style: Perspectives and practices throughout the United States

et al. 1996

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During the current era of reform, many of the proposals for restructuring urban American educational governance, with their attendant shift from traditional notions of centralized bureaucratic administration toward decentralized school-based management, are not entirely new.This article examines the phenomenon of local control, American-style, now more commonly referred to as school-based decision making (SBDM), in light of its promise for urban settings. The first part of the manuscript examines the implementation of local control in New York City and Detroit. The second part looks at current decentralization efforts in four locations: Miami-Dade County, Florida; Chicago; Texas; and Kentucky. The third, and final section, offers reflections and reeornmendations based on the similarities and differences between and among the sites that may be instructive to individuals in urban settings who are seeking to improve the quality of education for America's most vital resource, its children.

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School-Based Management! Shared Decision Making in Dade County (Miami)

Cited by 10 publications

References 0 publications

Conflict management strategies of principals in site‐based managed schools

Conflict management strategies of principals in site‐based managed schools

Chapter 5: The Organization of Effective Secondary Schools

School-based decision making, American style: Perspectives and practices throughout the United States

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