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The power of the purse: An examinati...

Tychsen, Anita.

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The power of the purse: An examination of how schools reallocated resources to implement reform strategies.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The power of the purse: An examination of how schools reallocated resources to implement reform strategies./
作者:	Tychsen, Anita.
面頁冊數:	322 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1917.
Contained By:	Dissertation Abstracts International60-06A.
標題:	Education, Finance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9919957
ISBN:	0599355840

The power of the purse: An examination of how schools reallocated resources to implement reform strategies.
Tychsen, Anita.

The power of the purse: An examination of how schools reallocated resources to implement reform strategies. - 322 p.

Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1917.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.

This is a study of five elementary schools in four school districts that have reallocated their resources to finance school reform initiatives. Three schools adopted the Success For All literacy program, which entailed the hiring of an instructional facilitator, reading tutors, and a family liaison. Two schools reduced the average class size to 15--18 students and expanded the responsibilities of the classroom teacher in an effort to reduce the number of pull-out programs at the school. The study provides a background to each of these reform initiatives and details the budget and staffing changes necessary to implement them.

ISBN: 0599355840Subjects--Topical Terms:

1020300
Education, Finance.

The power of the purse: An examination of how schools reallocated resources to implement reform strategies.
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245 1 4 $a The power of the purse: An examination of how schools reallocated resources to implement reform strategies.
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500 $a Source: Dissertation Abstracts International, Volume: 60-06, Section: A, page: 1917.
500 $a Supervisor: Allan R. Odden.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.
520 $a This is a study of five elementary schools in four school districts that have reallocated their resources to finance school reform initiatives. Three schools adopted the Success For All literacy program, which entailed the hiring of an instructional facilitator, reading tutors, and a family liaison. Two schools reduced the average class size to 15--18 students and expanded the responsibilities of the classroom teacher in an effort to reduce the number of pull-out programs at the school. The study provides a background to each of these reform initiatives and details the budget and staffing changes necessary to implement them.
520 $a Pull-out specialists serving students with special needs and funded by categorical programs were the largest area of resource reallocation. Schools with 50 percent or more of their students eligible for free or reduced lunch were able to use their Title I funds for schoolwide programs. State compensatory education dollars were also reallocated to support the school's reform elements. Some schools expanded the role of the classroom teacher by reassigning or hiring new teachers certified in a couple of areas to the regular education classroom, e.g., special education and regular education, or English as a Second Language and regular education. The area of pupil support underwent some small shifts in resource reallocation, and some schools eliminated aides to hire regular education classroom teachers. For the most part, the numbers of regular education classroom teachers and specialists, such as art, music and physical education teachers, were maintained.
520 $a The major conclusions of the study are: (1) Relatively expensive reform initiatives such as small class sizes, tutors and expanded professional development can be implemented using existing school resources differently, and (2) The innovative use of dual- and multi-certified special education and ESL teachers helps in the implementation of a reform whereby class size is reduced and the diverse needs of all students are met within the regular education classroom. Only schools with substantial categorical program resources could implement the reform strategies described in the five case studies.
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