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Authentic participation: Perspective...

Hatch, Holly Anne.

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Authentic participation: Perspectives of parents, students and teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Authentic participation: Perspectives of parents, students and teachers./
作者:	Hatch, Holly Anne.
面頁冊數:	197 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0739.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083547
ISBN:	049631355X

Authentic participation: Perspectives of parents, students and teachers.
Hatch, Holly Anne.

Authentic participation: Perspectives of parents, students and teachers. - 197 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0739.

Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2002.

While the importance of empowerment is emphasized in the research on education reform, the voices of those whom reformers seek to empower are often absent from the discussion (Anderson, 1999). This study examined the views of 23 parents, students, and teachers about their definitions of authentic participation in education reform and the barriers and supports to that participation. Case studies were prepared from observations and interviews with 3 or 4 parents, 4 students, and 4 teachers from each of two middle schools in a large, urban school district engaged in a middle school reform initiative. The purpose of the study was (1) explore the views of often-disenfranchised groups in order to further the theoretical and practical knowledge base of authentic participation of parents, students, and teachers in education reform; (2) to examine how the perceptions of the informants differ by stakeholder group and level of participation; and (3) to compare the participants' definitions of authentic participation and categories of barriers and facilitators with those found in the current literature.

ISBN: 049631355XSubjects--Topical Terms:

626645
Education, Administration.

Authentic participation: Perspectives of parents, students and teachers.
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520 $a While the importance of empowerment is emphasized in the research on education reform, the voices of those whom reformers seek to empower are often absent from the discussion (Anderson, 1999). This study examined the views of 23 parents, students, and teachers about their definitions of authentic participation in education reform and the barriers and supports to that participation. Case studies were prepared from observations and interviews with 3 or 4 parents, 4 students, and 4 teachers from each of two middle schools in a large, urban school district engaged in a middle school reform initiative. The purpose of the study was (1) explore the views of often-disenfranchised groups in order to further the theoretical and practical knowledge base of authentic participation of parents, students, and teachers in education reform; (2) to examine how the perceptions of the informants differ by stakeholder group and level of participation; and (3) to compare the participants' definitions of authentic participation and categories of barriers and facilitators with those found in the current literature.
520 $a Chapters include: (1) case studies of the school district reform initiative, the two middle schools, and the 23 participants; (2) a presentation of each constituency group's definitions of authentic participation and the categories of the barriers and supports that they identify, an examination of common themes of authentic participation by school, and an analysis of 3 common themes across groups; and (3) a comparison of the findings with Wohlstetter's framework for successful school-based decision making (1997), Short and Greer's framework for leadership in empowered schools (1995), and Newman and Wehlage's (1997) framework for successful school restructuring, as well as individual studies related to the involvement of students, parents, and teachers in educational change and decision making. Participants' definitions of authentic participation differed significantly by group, however, three common themes surfaced across groups: (1) Involvement that makes a difference, (2) Equal and reciprocal relationships and structures, and (3) Diverse types of involvement. Participants valued informal networks and projects with concrete results over formal decision-making structures. Most surprisingly, students believed they should have input, rather than decision-making power.
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