Uses of history in present-day qualitative studies of schools: The case of the junior high school

Placier, Margaret

doi:10.1080/095183998236782

Cited by 7 publications

(2 citation statements)

References 22 publications

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“…I also collected documents from the districts that included student demographic data as well as data from the U.S. Census so that I could ascertain any trends in socioeconomic and racial integration in the districts as well as the cities prior to and after the implementation of the integration plans. By collecting, reading, and analyzing differing accounts of each of the integration plans, I gained a deeper understanding of the macrolevel contexts, both social and economic, in which these plans were developed and how these may have affected individual interpretations of the plans (Placier, 1998).…”

Section: Data Collection Methodsmentioning

confidence: 99%

The Relationship between Policy Design, Context, and Implementation in Integration Plans

Diem

2012

EPAA

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The decision handed down by the U.S. Supreme Court in Parents Involved in Community Schools v. Seattle School District No. 1 (2007) has forced school districts to begin thinking of new ways to integrate their schools without relying on race as the single factor in their assignment plans. While some school districts already have begun to implement race-neutral student assignments, others are just beginning the process and are looking to plans that have been able to maintain diversity despite the new limitations being placed on them. In an effort to understand factors critical in shaping racial and socioeconomic diversity in school districts given the new requisite limitations, this study examined the relationship between the design, context, and implementation of three different integration plans that rely on voluntary choice and socioeconomic status (SES). The findings suggest that geographic and political contexts matter in the shaping and adoption of integration plans based on voluntary choice and SES. Suggestions are offered to help maintain integration given the local sociopolitical context of the school districts.

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Section: Data Collection Methodsmentioning

confidence: 99%

The Relationship between Policy Design, Context, and Implementation in Integration Plans

Diem

2012

EPAA

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“…Rather than risk compromising participants, we eschewed seeking respondent validity to rough drafts of our work, heightening the importance of representing fairly all shades of opinion from our participants' voices. We were struck by the similarity of our process to that of careful historical research as were Stenhouse (1978) and Placier (1998).…”

Section: Ethical Dilemmas Facing the Research Teammentioning

confidence: 99%

The Crux of Leadership

Busher

Barker

2003

Educational Management & Administration

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The three successful headteachers at a school in England managed policy, i.e. applied power effectively, in three distinct but interacting arenas: the micro level within the school and its departments; the meso level with local government and communities; and the macro level of central government and its agencies. They influenced these arenas by persuading school members to support their vision of a successful school through creating a culture that made staff and students feel valued but responsible members of the school community. This was achieved through the public sharing of knowledge of how to act effectively within school, e.g. in lessons or break times; to be connoisseurs of external policy contexts at meso and macro level; to understand how staff, students, and parents might perceive their actions; to assert their views and values effectively within the common interests of the school community. These leaders also created relationships with the school’s local authority and residential communities that made their members feel welcome partners with the school.

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