International Journal of Global Education
Yazarlar: Daniel Pelletier, Pierre Collerette, Gilles Turcotte
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Özet: Keeping schools open in small or remote communities is a major challenge. Short of transporting children out of their community to larger ones, effective cost-reduction measures are required. One approach is multi-school management, where one individual is the acting director (or principal) for two or more schools. The aim of this paper is to present the results of an empirical study of the perceived impact of this approach. A total of 18 elementary schools (6 with a single director and 12 with multi-school directors) were included in the study, generating 4 samples: 18 directors; 182 teachers; 1235 pupils; 1598 parents. All participants filled out a questionnaire aimed at evaluating school climate, overall satisfaction, communication, school achievement, problem behaviours and organizational climate. Results indicated that parents are the ones who react the most negatively to a multi-school management approach. REFERENCES Canales, M . T., Tejeda-Delgado, C., & Slate, J.R. (2008). Leadership Behaviors of Superintendent/Principals in Small, Rural School Districts in Texas. Rural Educator, 29, 1-7. Carr, J.C. (1987) . Effects of Structural Complexity on Administrative Role Demands. Paper presented at the Annual Meeting of the American Educational Research Association. Washington, DC, April 20-24, 1987. Cotton, K. (2001). New small learning communities: Findings from recent literature. Portland: Northwest Regional Educational Laboratory. Cotton, K. (1996). School size, school climate, and student performance. Portland: Northwest Regional Educational Laboratory. Darling-Hammond, L., Milliken, M., & Ross, P. (2006). High school size, structure, and content: What matters for student success? Stanford: Stanford University. Duke, D.L., DeRoberto, T. et Trautvetter, S. (2009). Reducing the Negative Effects of Large Schools. Washington: National Clearinghouse for Educational Facilities. Howley, C., & Bickel, R. (2000). Results of four-state study: Smaller schools reduce harmful impact of poverty on student achievement. Washington, DC: Rural School and Community Trust; National Association of Elementary School Principals. Raywid, M. A. (1997). Small schools: A reform that works. Educational Leadership, 55, 34–39 Sheridan T.J. (1974). Perceived Role and Effectiveness of the Unit leader in Conducting Unit Functions. Report from the Project on Organization for Instruction and Administrative Arrangements. Wisconsin Research and Development Center for Cognitive Learning. National Institute of Education. Washington D.C. Sicoli, A. (2000). Creating a School-Within-a-School. Bloomington: Phi Delta Kappa Educational Foundation. Wasley, P. A., Powell, L. C., Mosak, E., King, S. P., Holland, N. E., Gladden, M., & Fine, M. (2000). Small schools: Great strides. A study of new small schools in Chicago. New-York: Bank Street College of Education.