Parent Involvement and Teacher Decision Making in Urban High Schools of Choice

Bibliographic Data

ID10855535
AuthorsPatricia A Bauch (University of Alabama), Ellen Goldring (0000-0002-1010-970X, Vanderbilt University), Ellen B Goldring (Vanderbilt University)
Year1996
Volume31
Issue4
Pages403-431
Publication date1996-11-01
Open AccessYes
TypeARTICLE
VenueUrban Education (JOURNAL)
Journal identifiersISSN: 0042-0859 • E-ISSN: 1552-8340
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/004208599603100404
OpenAlexW2070473007
LanguageEN
Citations received6
References cited17

Parent involvement and teacher decision making are dominant themes in the current debate over school restructuring. The literature suggests that as teachers become empowered, they may tend to view parents more as clients of education rather than as partners, thereby introducing a potential conflict into the interaction of parents and teachers. This study examines the nature of these relationships under different types of school choice options. Findings suggest that Catholic schools exhibit partnerships between parents and teachers. Multifocus magnet schools approximate a parent empowerment mode that embodies elements of consumerism. Single-focus public schools indicate traditional relationships between parents and teachers associated with bureaucratic decision making and teacher autonomy. The authors speculate that shared power between parents and teachers is a little understood concept that needs further exploration if new public school choice options are to be successful

Autonomy · Bureaucracy · Consumerism · Empowerment · Ethnography · Participative decision-making · Pedagogy · Political science · Power (physics) · Power structure · Public relations · Restructuring · School choice · Sociology · Diverse Education Studies and Reforms · Parental Involvement in Education · Psychology · Religious Education and Schools · Social Psychology

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